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CONTENTS 


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FALL    196  0  Vol.   39,   No. 

ALUMNAE    QUARTERL 


Ann  Worthy  Johnson,  Editor 
Dorothy  Weakley,  Assistant  Editor 

Agnes  Scott  Admissions, 

Vintage  1960 Dorothy  Cremin  Read       4 

To  Listen  and  To 

Understand Ellen  Douglass  Leyburn       7 

The  Freedom  of  Association  .     .  Madge  York  Wesley     10 

Class  News Eloise  Hardeman  Ketchin      12 

Worthy  Notes 27 


COVER : 

The  line  drawing  by  Mary  Dunn  Evans  '59  depicts  the  dilem- 
ma of  a  high  school  junior  in  the  decision  between  mother's 
alma  and  a  host  of  other  colleges.  (See  p.  4).  Frontispiece, 
opposite,  by  Kerr  Studio. 


THE    ALUMNAE    ASSOCIATION     OF    AGNES    SCOTT    COLLEGE 


Officers 

Eleanor  Hutchens  '40,  President 

Doris  Sullivan  Tippens  '49.  Vice-President 

Kathleen  Buchanan   Cahell  '47, 

Vice-President 
Sarah  Frances  McDonald  '36. 

Vice-President 
Marybeth  Little  Weston  '48, 

Vice-President 
Gene  Slack  Morse  '41,  Secretary 
Betty  Jean  Ellison  Candler  '49, 

Treasurer 


Staff 

Ann  Worthy  Johnson  '38, 

Director  of  Alumnae  Affairs 

Eloise  Hardeman  Ketchin 
House  Manager 

Dorothy  Weakley  '56, 

Assistant  Director  of  Alumnae  Affairs 


Alumnae  Trustees 

Bella  Wilson  Lewis  '34 

Catherine  Wood  Marshall  LeSourd  '36 


Chairmen 

Guerry  Graham  Fain  '56 

Class  Council 
Jane  Meadows  Oliver  '47,  Constitution 
Man'  Wallace  Kirk  '11,  Education 
Louisa  Aichel  Mcintosh  '47,  Entertain! 
Mary  Reins  Burge  '40,  House 
Jean  Bailey  Owen  '39,  Nominations 
Virginia  Brown  McKenzie  '47,  Propert 
Dorothy  Cremin  Read  '42.  Publication 
Elizabeth  Blackshear  Flinn  '38 

Special  Events 
Susan  Coltrane  '55 

Vocational  Guidance 


The  Agnes  Scott  Alumnae  Quarterly  is  published  four  times  a  year  (November, 
February,  April  and  July)  by  the  Alumnae  Association  of  Agnes  Scott  College 
at  Decatur,  Georgia.  Yearly  subscription,  $2.00.  Single  copy  50  cents.  Entered 
as  second-class  matter  at  the  Post  Office  of  Decatur,  Georgia,  under  Act  of 
August  24.  1912.  MEMBER  OF  AMERICAN  ALUMNI   COUNCIL 


Students  frequenting  The  Hub  listen  to  political  debates 


92555 


Tensions  are  rampant  and  tempers  are  ruined,  say 

parents  and  their  college-age  children.  Here  is  a  refreshing 
clear,  straightforward  interview  report  on 

Agnes  Scott  Admissions 
Vintage  I960 


Dorothy  Cremin  Read  '42 


The  gates  of  paradise  seem  not  so  far  away  in 
these  highly  competitive  days  as  do  the  entrance 
portals  of  colleges  and  universities.  Never  before 
have  so  many  young  people  possessed  the  necessary  tui- 
tion money  and  never  before  have  there  been  so  manv 
boys  and  girls  approaching  college  age. 

These  factors,  plus  the  forward  surge  of  technology 
and  the  increasing  emphasis  placed  by  employers  on  the 
college  degree,  have  produced  a  splendid  formula  for 
frenzy.  Hysteria  stalks  abroad.  Even  seventh  and  eighth 
graders,  propelled  by  eager,  anxious  parents,  are  quizzing 
colleges  about  entrance  requirements  and  admissions 
possibilities. 

Miss  Laura  Steele  '37,  Agnes  Scott  College's  busy  regis- 
trar and  director  of  admissions,  deplores  much  of  the 
hurly-burly.  She  says  it  is  unrealistic  and  unnecessary. 
It's  true,  she  admits,  that  the  "hand-picked  group"  is 
much  more  closely  culled  than  it  was  in  the  days  when 
you  and  I  were  young,  Maggie.  It  is  also  true,  Miss 
Steele  emphasizes,  that  once  a  student  is  in  the  hallowed 
halls,  professors  and  instructors  "expect  more  of  the 
students  and  they  are  getting  more." 

But  you  certainly  don't  have  to  drown  your  pre-Agnes 


Line  Illustration   by  Mary  Dunn  Evans 


Scott  daughters  in  despair.  Not  yet,  anyway.  Nor  is  I 
advisable  to  go  about  visiting  colleges  with  the  girl 
before  they  have  even  entered  high  school,  in  Mil 
Steele's  opinion.  The  freshman  year  in  high  school  I 
soon  enough  to  write  for  college  catalogues.  On-campiji 
interviews  with  college  admissions  officials  are  moi 
fruitful,  she  has  found,  if  they  are  held  after  the  soph* 
more  year  in  high  school. 

However,  she  cited  a  statement  by  the  director  of  al 
missions  at  Princeton  University  that  the  college  entrani) 
picture  is  indeed  one  of  "tension  and  confusion."  rl 
says:  "The  tension  rises  out  of  the  tremendous  emphasf 
put  on  admission  to  college.  To  many  the  importali 
thing  today  is  getting  into  college,  rather  than  gettiii 
the  most  out  of  it  .  .  .  Worse  even  than  tension  is  ttt 
almost  total  confusion  about  admission  in  peoples'  minlJ 
.  .  .  for  every  fact  you  hear,  you'll  hear  a  hundred  rumoil 
misstatements,  half  truths,  and  out-right  falsehoods." 

In  an  effort  to  dispel  some  of  these  storm  clouds.  Mil 
Steele  has  answered  several  questions  surrounding  tfl 
admission  problem.  "We  do  not  solve  admissions  11 
formula,  and  no  two  cases  are  weighed  in  exactly  til 
same  way,"  she  declared.  "It  is  the  combination  of  m 
factors  that  concerns  us:  evidence  of  academic  ability,  I 
academic  interest,  and  of  readiness  for  effective  parti* 
pation  in  Agnes  Scott's  community  life." 

"Because  college  admissions  deals  with  human  beinjl 
not  just  a  column  of  statistics,"  Miss  Steele  added.  '■ 
is  an  exciting,  challenging,  often  rewarding  process  ail 
sometimes  a  most  disheartening  one.  President  Low! 
of  the  College  of  Wooster  has  stated  that  the  future  I 
the  college  comes  through  the  door  of  the  admissiol 
office.  It  is  this  responsibility,  a  fearful  one,  that  und« 
a;irds  every  decision  we  make."     (Continued  on  Page  M 


THE   AGNES   SCCf 


ii  general,  what  are  the  present  standards  for 
idmission  to  Agnes  Scott? 

"Our  admissions  committee  sets  as  its  goal  the  ad- 
nission  of  students  who,  according  to  our  best  judgment, 
vill  be  capable  of  succeeding  in  and  profiting  by  the  aca- 
lemic  program  at  Agnes  Scott  and,  at  the  same  time,  will 
)e  contributing  members  of  the  college  community.  We 
ire  concerned  with  admitting  the  whole  person,  and  not 
ust  a  brain.  We  make  a  genuine  effort  to  be  fair  to  all 
ipplicants — and  this  very  definitely  means  not  accepting 
ome  who  apply.  We  know  very  well  that  the  student  who 
ails  will  be  unhappy  not  only  with  herself,  but  with  us 
—and  so  will  her  parents  and  the  school  that  sent  her." 

low  are  a  prospective  student's  qualifications 
udged  ? 

"We  take  into  account  her  high  school  courses  and 
;rades,  placing  special  emphasis  on  English,  foreign 
anguages,  science,  mathematics,  and  history.  We  rely 
i  great  deal  on  recommendations,  particularly  the  report 
hat  comes  from  the  high  school.  We  do  not  want  the 
tudent  who  is  recommended  as  'most  likely  to  do  a  better 
ob  next  year.'  We  find  the  College  Entrance  Examina- 
ion  Board  test  results  useful.  Their  correlation  with  aca- 
lemic  success  here  justifies  the  weight  we  give  them, 
'ersonal  interviews,  alumnae  appraisals — all  of  these 
actors  contribute  to  a  complete  picture  of  the  candidate. 
ler  credentials  are  thoroughly  studied  by  themselves  and 
d  comparison  with  those  of  other  candidates." 

ISTiat  part  do  the  College  Entrance  Examination 
itoard  tests  play  in  admitting  a  student  to  Agnes 
i»cott? 

"The  Scholastic  Aptitude  Test  of  the  College  Entrance 
I  examination  Board,  which  we  require  all  candidates  for 
idmission  to  take,  measures  basic  factors  in  college 
luccess:  ability  to  read  with  comprehension  and  ability 


to  reason.  In  addition  we  require  three  Achievement  Tests 
which  measure  the  candidate's  actual  knowledge  in  special 
subjects.  All  of  these  test  results  can  be  interpreted  in  the 
light  of  scores  made  by  the  high  school  seniors  over  the 
country." 

How  important  are  grades — must  a  candidate  be 
an  "A"  student? 

"She  should  be  a  good  student.  Grading  systems  vary 
from  school  to  school,  and  with  the  type  of  school.  A 
student  with  an  'A'  earned  in  a  school  that  sends  few 
graduates  to  college  may  not  do  as  well  in  college  as  the 
one  with  the  'B'  record  from  the  school  sending  a  high 
percentage  to  college.  In  our  freshman  class  entering  in 
September  of  last  year,  70  per  cent  were  known  to  be  in 
the  top  10  per  cent  of  their  high  school  classes  and  96 
per  cent  in  the  top  fourth." 

What  are  the  relative  weights  of  grades  and  Col- 
lege Board  scores? 

"There  is  no  single  item  more  important  than  the  rec- 
ord of  achievement  in  high  school.  The  most  effective 
objective  criterion  is,  however,  the  combination  of  school 
grades  and  College  Board  results.  We  have  learned 
through  experience  the  'risk'  areas  in  College  Boards. 
We  scrutinize  with  special  care  any  scores  below  500, 
looking  with  particular  interest  for  compensation  in 
school  grades  and  recommendations. 

"The  student  who  has  worked  beyond  her  capacity  in 
high  school  may  well  find  the  strain  too  great  in  a  de- 
manding college  program.  In  one  case,  a  principal  who 
thought  he  was  helping  an  applicant  gain  admission  actu- 
ally helped  us  make  what  we  consider  a  wise  decision  to 
reject  her.  He  stated  that  he  had  never  had  a  student 
work  harder  (day  and  night  and  during  the  week  end) 
for  her  excellent  grades.  This,  he  felt,  should  offset  with 
us  a  low  IQ  and  low  entrance  test  results." 

Is  preference  given  to  daughters  of  alumnae? 

"Alumnae  daughters  must,  of  course,  meet  the  academ- 
ic and  other  requirements.  However,  if  there  were  two 
applicants  (one  of  them  an  alumna  daughter)  with  the 
same  qualifications  and  only  one  opening,  the  daughter 
of  an  alumna  very  definitely  would  be  accepted.  If  the 
daughter  of  an  alumna  is  applying  for  admission,  you 
may  be  assured  that  we  will  have  a  special  interest  in  her 
and  want  her  here  if  at  all  possible.  In  all  matters  of  ad- 
mission we  ask  for  understanding  and  patience.  Some 
decisions  may  be  difficult  to  understand,  since  files  are 
confidential  and  alumnae  cannot  know  the  quality  of  the 
other  applicants  with  whom  their  candidates  must  be 
compared. 

What  can  alumnae  do  to  help  in  the  admissions 
process? 

"Suggest  Agnes  Scott  to  able  students:   ask  them  to 


LUMNAE  QUARTERLY  /   FALL   1960 


Admissions 

I  Continued  from  page  5) 


write  us  for  information;  follow  up  their  inquiries  with 
written  appraisals  of  them  mailed  to  us.  Advise  a  student 
to  take  the  initiative  in  writing  us  herself.  We  like  to  see 
indications  of  personal  and  intelligent  interest  in  college 
plans. 

"Our  greatest  asset  is  the  way  we  are  represented  by 
our  alumnae  in  their  homes,  communities,  churches  and 
work.  In  a  recent  survey  of  a  freshman  class,  we  found 
that  over  90  per  cent  indicated  they  knew  one  or  more  of 
our  alumnae.  Alumnae  interest  in  the  students  we  admit 
is  coveted,  and  the  alumna's  interpretation  to  them  of 
what  Agnes  Scott  has  meant  to  her  is  invaluable.  Also, 
many  alumnae,  as  individuals  or  as  clubs,  have  contrib- 
uted to  the  college's  scholarship  fund.  This  is  one  great 
need  alumnae  can  and  do  help  fill.' 

Are  "better  qualified"  freshmen  coming  to  Agnes 
Scott? 

"'Yes.  We  have  better  ways  of  predicting  success  in 
college,  and  high  schools  have  better  ways  of  giving 
informed  guidance  to  their  students  and  to  the  colleges 
in  which  they  are  interested.  At  Agnes  Scott,  more  selec- 
tive admissions  policies  have  resulted  in  fewer  dropouts 
for  academic  reasons,  in  an  increase  in  the  number  of 
superior  students  eligible  for  the  program  of  independent 
study,  and  in  the  strengthening  of  our  graduation  re- 
quirements." 

Are  there  students  who,  though  seemingly  well 
qualified  and  well  recommended,  should  not  come 
to  Agnes  Scott? 

"Yes.  One  of  the  intangibles  of  admission  is  the  effect 
of  the  climate  of  a  particular  college  upon  an  individual 
student.  The  academic  and  psychological  environment  of 
the  college  does  affect  student  performance  and  attitude." 

What  is  the  admissions  situation  at  Agnes  Scott  for 
the  1960-61  and  1961-62  academic  years? 

"Agnes  Scott  is  completely  filled  for  1960-61 — that  in- 
cludes freshmen  and  transfers.  Formal  applications  for 
admission  may  not  be  made  at  Agnes  Scott  until  fall  of 
the  students  senior  year  in  high  school,  so  the  1961-62 
figure  are  not  available  now." 

Are  all  colleges  filled  today? 

"No.  I  doubt  that  any  really  able  student  is  failing  to 


secure  admission  to  college  this  fall:  that  is.  any  abb 
student  who  has  had  wise  guidance  from  her  high  school 
She  ma)  not  have  been  admitted  to  the  college  of  hei 
first  choice,  but  if  the  counsel  given  her  has  been  sound 
she  had  at  least  one  alternative  and  possibly  two." 

What  has  caused  most  of  the  furor  over  getting 
into  college? 

"A  factor  has  been  the  release  of  figures  reporting  tin 
large  numbers  of  applications  to  and  rejections  bj  tht 
various  colleges.  Such  figures  often  may  be  misleading 
For  example,  'applicants'  may  merely  be  preliminary  ap 
plicants  or  the  number  having  College  Board  scores  sen 
to  a  particular  institution. 

"These  figures  have  resulted  in  students  applying  indis 
criminately  to  four,  five  and  six  colleges  and  sometime: 
being  admitted  to  all  six!  The  six  applications  are  then 
counted  as  separate  ones  at  each  of  the  six  institutions 
but  the  candidate  actually  will  be  a  student  at  only  on* 
and  a  'uhost"  at  the  other  five." 

Is  Agnes  Scott  expanding  to  meet  the  growinjj 
need  for  college  space? 

"Agnes  Scott  has  20  per  cent  more  dormitory  spac 
than  it  had  five  years  ago.  However,  we  are  still  a  smal 
college,  and  we  want  and  expect  to  remain  so." 

What  is  the  best  advice,  in  summary,  to  giv 
alumnae  daughters  or  others  who  want  to  com 
to  Agnes  Scott? 

"Read  wisely  and  widely:  plan  a  high  school  curricul 
lum  emphasizing  English,  language,  mathematics,  sciencl 
and  history:  achieve  well  in  school:  write  for  colleg 
catalogues  before  the  end  of  the  tenth  grade;  consult  thlj 
school  counselor.  If  possible,  visit  several  college  carrj 
puses,  preferably  during  or  after  the  eleventh  grade:  aci 
missions  officers  like  for  appointments  to  be  made  wit] 
them  in  advance  of  the  visit.  If  a  visit  to  a  campus  is  iirl 
possible,  sometimes  a  member  of  admissions  staffs  cal 
have  a  conference  with  the  individual  at  her  school. 

"The  prospective  student  should  take  the  preliminarl 
Scholastic  Aptitude  Test  of  the  College  Entrance  Examl 
nation  Board  in  the  fall  of  the  eleventh  grade.  If  inteJ 
ested  in  Early  Decision  I  some  colleges,  including  Agnel 
Scott,  have  inaugurated  an  Early  Decision  Plan  designel 
to  give  early  assurance  of  admission  to  able  candidate)- 
who  choose  a  single  college  by  October  of  their  seniol 
year  in  high  school  I .  a  girl  is  wise  to  take  the  entire  Col 
lege  Board  series  in  the  spring  of  her  junior  year  in  higl 
school.  In  the  fall  of  the  twelfth  grade,  she  should  consul 
the  counselor  again;  write  for  application  forms,  prefeil 
ably  to  no  more  than  three  colleges,  and  to  only  one  1 
Early  Decision  is  recommended  and  desired.  Finally,  an 
plication-form  instructions  should  be  followed  carefullv.l  I 


THE   AGNES   SCOII 


At  the  Convocation  when  members  elected  to  the 
1960-61  chapter  of  Mortar  Board  were  announced, 
Miss  Leyhurn,  beloved  professor  of  English, 
brought  us  up  short  to  the  anguished  realization  of  our 
Mutual  dilemma:  loss  of  power  to  communicate. 


TO  LISTEN  AND 
TO  UNDERSTAND 


Ellen  Douglass  Leyburn  '27 


ELLEN   DOUGLASS   LEYBURN   '27 


.  AM  not  under  the  illusion  that  anybody  listens  to  the 
eeches  on  these  occasions,  which  appear  to  me  some- 
nes  as  much  a  matter  of  mere  formal  propriety  as  the 
■wns  we  wear.  I,  too,  am  eager  to  be  through  these 
xt  ten  minutes  and  to  hear  the  names  that  we  are  all 
iking  to  have  announced. 

Nevertheless,  I  intend  to  use  this  opportunity  to  speak 
yeu  very  seriously  about  something  that  seems  to  me 
3  most  disturbing  aspect  of  the  disturbed  era  in  which 
:  live.  I  know  that  this  is  a  happy  occasion  for  so 
lemn  a  theme,  but  what  we  are  celebrating  is  the  ac- 
ptance  of  responsibility;  and  my  subject  is  something 
at  touches  every  man  at  the  very  roots  of  being  and 
at  is  the  peculiar  concern  of  people  like  us  who  are 
thered  here  this  morning,  because  as  the  educated 
snority  we  are  the  only  ones  who  can  do  anything 
out  it.  We  have  a  special  burden  whether  we  like  it  or 
t.  Like  Shakespeare's  Prince  Hal,  who  through  no 
oice  of  his  own  was  born  to  be  king,  we  are  com- 
Ued  by  a  profound  obligation  to  pay  the  "debt  we 
ver  promised."  Matthew  Arnold's  phrase  "the  saving 
mnant"  for  the  cultivated  few  may  have  to  our  ears 
slightly  arrogant,  mid-Victorian  sound;  but  this  is  in 
:t  what  we  are — or  at  least  what  we  can  be  if  we  will 
:  ourselves  to-  the  task  of  being  saviors  of  the  time 
d  not  -just -a  little- self -complacent-enclave  of  cultured 


isolated  from  the  agony  of  the  world;  if,  indeed,  we  are 
to  be  saving  and  not  merely  a  remnant,  something  left 
over  and  useless. 

The  great  problem  of  our  day,  then,  as  I  see  it,  is  the 
loss  of  the  power  to  communicate.  This  is  the  difficulty 
which  makes  our  travail  different  from  that  of  every 
other  period  of  upheaval  and  anguish  in  history.  To  be 
sure  there  have  been  wars  and  rumors  of  wars  since 
the  beginning  of  time.  But  when  the  barbarians  destroyed 
European  civilization,  to  go  no  further  back,  the  motive 
of  conquest  was  clear;  and  so  it  was  perhaps  even  as 
late  as  the  second  world  war.  But  who  can  say  that  in  the 
confused  terror  of  communism  which  has  governed  our 
foreign  policy  since  then  we  have  known  what  we  were 
doing?  There  has  always  likewise  been  fearful  oppres- 
sion within  given  societies;  but  when  Spartacus  led  his 
rebellion  of  slaves  against  Rome,  he  knew  what  specific 
rights  he  was  fighting  for — something  very  different  from 
the  colossal  ferment  now  in  progress  all  over  Africa, 
where  primitive  peoples  suddenly  seek  to  leap  over  cen- 
turies without  any  clear  notion  of  what  they  are  leaping 
into. 

Within  our  own  society,  the  fragmentation  is  almost 
complete.  And  this,  perhaps  because  it  is  nearest  and 
most  constant  in  its  impingement  on  our  own  daily  life, 
seems  to  me  to  be  the  gravest  part  of  our  worldwide 


JMNAE-  QUARTERLY  /   FALL   1960 


To  Listen  and  To  Understand  (Continued  from  page  7j 


Members  of  Mortar  Board,  1959- 
60,  are  trying  their  wings  at 
communication,  like  Eve  Purdom, 
who    is    teaching    .    .    . 


Mary  Hart  Richardson  (shown 
tapping  new  president  Patricia 
Walker)  is  wrestling  Welsh  con- 
sonants, as  a  Fulbright  scholar- 
ship. 

"Boo"  Florance  Smythe  is  launched 
upon  the  most  rewarding  human 
pa*h-  marriage. 


as  is  Sybil  Strupe,  who  also 
has  talent  for  communicat- 
ing  via   the   written   word. 


Nancy  Duvall  is  tasting  life 
in  a  university  as  a  grad- 
uate   student    at    Duke. 


separation   from  each   other.   It  is   impossible,   not   just 
for  labor  and  capital  to  speak  to  each  other,  as  the  steel 
strike   so    vividly    demonstrated;    for    farmers   to    make 
business  interests  listen  to  their  demands;  for  big  busi- 
ness to  see  the  value  of  small  business.  These  are  con- 
flicts dictated  by  economic  self  interest  and  will  perhaps 
always  exist.  What  seems  to  me  of  more  serious  import 
is  our  almost  total  lack  of  any  agreement   as  to  what 
constitutes  the  good  life  or  even  of  any  common  concern 
with   what  constitutes   it.   The   confusion   of   our  moral 
standards  is  an  example  of  which  we  are  all  aware,  with 
the  conceptions  of  what  is  acceptable  behavior  differing 
from  community  to  community  and  from  family  to  fam- 
ily to  such  an  extent  that  we  almost  shrug  off  as  one  of 
the  the  facts  of  life,  like  the  weather,  the  combination  of 
fanatical  loyalty  to  the  gang  and  equally  fanatical  hatred 
of   the   opposing   gang  which   leads    to    the    murderous  j 
rumbles   so   poignantly   portrayed   in    West   Side   Story. 
The  same   confusion   is   even    more    intolerably   demon-| 
strated  by  Charles  Van  Doren's  confession  of  utter  break- 
down of  integrity  when  he  said  he  thought  he  was  serving! 
the  cause   of  learning   by   lying.   This   example   of   thel 
mistaking  of  private  gain  for  public  good  seems  to  mel 
glaring  proof  of  the  validity  of  the  dictum  of  Sir  Joshual 
Reynolds  that  "he  who  knows  only  himself,  knows  himJ 
self  but  very  imperfectly." 

It  is  also  symptomatic  of  what  I  think  is  the  most! 
disastrous  of  all  the  cleavages  that  separate  our  society! 
the  dichotomy  between  the  intellectual  and  what  he  ii 
likely  to  think  of  superciliously  as  "the  ordinary  man.'f 
For  Van  Doren  may  indeed  have  thought  that  by  inJ 
creasing  the  appeal  of  mere  knowledge  he  was  making! 
education  attractive  and  thus  leading  people  to  the  lif  J 
of  the  mind,  ignoring  the  fact  that  all  life  of  the  mine! 
depends  upon  truth.  We  do  not  in  any  case,  I  thinkl 
need  further  glorification  of  factual  knowledge.  One  o! 
the  curious  phenomena  of  our  time  is  the  worship  or 
the  fact  in  conjunction  with  the  scorn  of  the  life  of  thi 
mind. 

This  scorn,  which  is  peculiar  to  America  and  sharplj 
contrasted  with  the  European  attitude  of  reverence  fol 
the  intellect  reflected  in  the  exalted  place  of  the  profesl 
sor  in  society,  the  American  intellectuals  have  certainll 
to  some  extent  brought  on  themselves.  The  alienation  ol 
the  poet  from  mankind  is  due  in  part  at  least  to  th| 
poet's  ceasing  to  speak  to  mankind.  His  function  as  seel 
is  almost  forgotten  as  he  writes  on  themes  and  in  forml 
intelligible  only  to  a  coterie. 

Even  within  the  intellectual  world  there  is  no  longel 
freedom  of  communication.  I  read  last  winter  a  movin| 


THE  AGNES  SCOT 


address  by  Oppenheimer  to  the  American  Council  of 
Learned  Societies,  deploring  the  isolation  of  one  dis- 
cipline from  another  which  has  come  about  as  the  accom- 
paniment of  the  increase  of  knowledge,  so  that  the  phys- 
icist can  no  longer  speak  to  the  biologist,  much  less  to 
the  man  of  letters.  And  just  recently  I  have  read  a  series 
of  lectures  by  the  British  physicist  C.  P.  Snow  (now  Sir 
Charles),  who  is  also  a  distinguished  novelist,  developing 
the  theme  of  the  utter  separation  of  what  he  calls  "the 
two  cultures"  of  science  and  letters.  His  literary  friends, 
he  says,  would  simply  laugh  deprecatingly  as  if  he  had 
asked  a  question  in  rather  poor  taste  if  he  inquired 
whether  they  could  state  the  second  law  of  thermody- 
namics, a  question  about  on  the  level  of  have  you  read  a 
play  of  Shakespeare.  And  yet  both  groups  think  of  them- 
selves as  educated  men.  It  is  exactly  to  do  away  with 
such  divisions  that  the  liberal  college  exists.  Of  course, 
it  is  impossible  in  this  time  when  the  body  of  knowledge 
in  every  field  expands  so  enormously  almost  by  the  hour, 
for  us  to  have  any  comprehensive  knowledge  even  in  one 
field;  but  comprehensive  sympathies  are  within  our 
power.  The  desire  to  listen  and  to  understand  is  what 
I  am  pleading  for. 

And  it  is  possible.  Douglas  V.  Steere,  whose  Agnes 
Scott  address  on  "The  Power  of  Sustained  Attention'" 
you  studied  in  freshman  English,  is,  as  you  all  know,  a 
professor  of  philosophy  at  Haverford.  What  you  may 
not  all  know  is  that  he  is  a  leader  in  the  Society  of 
Friends.  The  Quakers  have  done  more,  I  think,  than 
any  other  Protestant  group  to  try  to  sustain  what  Martin 
Buber  calls  the  dialogue  between  man  and  man.  Douglas 
iSteere  spends  every  third  semester  traveling  to  remote 
parts  of  the  world,  primarily  simply  to  bring  understand- 
ing and  reconciliation  among  men  of  good  will.  Always 
ithe  most  moving  part  of  his  accounts  of  these  journeys 
is  the  report  of  conversations  in  which  there  has  been 
some  meeting  of  minds.  In  the  last  one,  for  instance, 
chere  is  a  typical  sentence:  "Our  conversation  went  to 
iche  core  of  the  issue  that  divides  Zen  from  Western 
:hought,  and  I  have  rarely  been  involved  in  a  more 
searching  give  and  take."  His  effort,  successful  to  an 
istonishing  degree,  is  always  to  get  at  the  deep-lying, 
»nd  sometimes  deliberately  concealed,  motives  and  atti- 
udes  of  his  interlocutors.  On  a  scale  that  is  by  compan- 
ion infinitesimal,  I  have  myself  this  year  had  the  priv- 
Iege  of  being  part  of  such  an  effort  at  understanding, 
m  the  Women's  International  League  for  Peace  and  Free- 
dom, in  the  Atlanta  chapter  a  small  group  of  an  almost 
iqual  number  of  white  and  Negro  women,  I  have  for  the 
irst  time  in  my  life  sat  down  and  frankly  discussed  the 
ommon  problems  of  our  two  races  with  Negroes  whom 

could  meet  quite  simply  as  human  beings. 

This  may  still  seem  to  you  remote  from  the  Agnes 


Scott  campus,  where  we  rather  boast  of  our  homogeneity. 
But  I  ask  you  to  examine  our  common  life  and  see  if  you 
do  not  find  something   of  the   same  division   at  work, 
even  a  latent  hostility  and  jealousy  among  groups  with 
varying  interests.  The  breaking  down  of  these  walls  of 
disdain  for  what  is  different  from  us  I  conceive  to  be 
the  chief  function  of  Mortar  Board  and  of  everyone  who 
is  concerned  for  liberal  education,  not  just  here  at  Agnes 
Scott,  but  in  the  world.  The  last  thing  I  am  advocating 
is  the  annihilating  of  individual  difference,  which  is  the 
very  life  of  any  community,  intellectual  or  other.   But 
the  effort  of  every  true  individual  is  to  break  out  of  the 
isolation  into  which  each  of  us  is  born ;  and  nobody  can 
accomplish  this  if  he  seeks  to  communicate  only  with 
those  already  as  like  him  as  possible.  As  long  as  we  speak 
of  the  bookworms  and  the  campus  leaders,  or  make  a 
division  between  activities  and  the  academic  and  social 
life  as  if  the  mind  did  not  function  in  all  three,  or  his- 
tory majors  speak  in  a  disparaging  tone  of  chemistry 
majors  and  the  other  way  round    (it  is  perhaps  more 
becoming  for  me  not  to  mention   the  tone   of  English 
majors) ,  we  have  no  real  Agnes  Scott  community.  In  this 
privileged  little  world,  one  of  our  privileges  is  to  learn  to 
speak  each  other's  language  so  that  we  shall  be  better 
able  to  carry  on  the  so  desperately  needed  dialogue  with 
more  alien  groups  outside. 

I  think  one  reason  why  I  derive  such  sustenance  from 
the  study  of  the  eighteenth  century  is  that  it  is  the  last 
time  in  our  history  when  at  least  educated  men  could  take 
for  granted  that  they  were  able  to  speak  with  each  other. 
Johnson  could  not  only  write  the  English  Dictionary  in 
an  effort  to  facilitate  such  communication,  but  he  could 
—and  did — write  lawyer's  briefs  for  Boswell  and  an 
essay  on  the  structure  of  bridges  to  serve  as  the  intro- 
duction to  a  book  by  one  of  his  engineering  friends.  You 
remember  Miss  Larew  in  her  essay  "Time  of  Hesitation" 
speaks  of  the  California  enthusiast,  who  at  a  funeral 
when  there  was  a  lull  in  the  eulogies  of  the  deceased, 
rose  and  said  that  if  nobody  wished  to  speak,  he  would 
like  to  say  a  few  words  about  the  climate  of  southern 
California.  She  confesses  that  the  beauty  of  mathe- 
matics is  her  "climate  of  southern  California,"  which  in- 
trudes in  all  she  says.  Perhaps  if  Dr.  Johnson  is  mine, 
his  real  desire  to  communicate  with  all  sorts  and  condi- 
tions of  men  is,  more  than  anything  else,  the  reason. 
In  an  age  feeling  already  the  terrible  forces  of  disrup- 
tion, he  set  his  great  frame,  gigantic  in  mind  and  spirit 
as  well  as  body,  as  a  bulwark  against  the  divisions  which 
he  saw  would  destroy  in  the  name  of  individualism  the 
very  power  to  be  an  individual  which  he  so  cherished. 
When  Boswell  asked  him  if  he  approved  of  classical  quo- 
tation in  conversation,  his  resounding  answer  was,  "Yes 
Sir,  .  .  .  there  is  community  of  mind  in  it." 


1UMNAE  QUARTERLY  /   FAIL   1960 


Madge  and  her  two  children  pic- 
tured during  a  recent  European 
tour. 


I 


N  the  summer  issue  of  this  pub- 
lication the  Editor  expressed  an  in- 
terest in  publishing  the  views  of  a 
"staunch  segregationist."  Since  I  am 
what  is  called  a  segregationist,  and 
have  very  firm  convictions  about  the 
matter,  I  am  undertaking  this  state- 
ment of  my  position.  Unlike  so  many 
who  write  for  the  other  side,  how- 
ever, I  am  no  writer  (only  a  house- 
wife, by  profession,  with  two  children 
in  public  school  and  am  not  hanker- 
ing after  one  of  the  new  variety  of 
Pulitzer  Prizes  which  are  limited, 
these  days,  to  the  pens  which  are 
dedicated  to  remodeling  the  South. 

First  of  all,  the  word  "segrega- 
tion" is  a  misnomer.  It  implies  a  set- 
ting apart  from  the  herd,  the  relega- 
tion of  a  portion  of  the  flock  to  some 
sort  of  racial  ghetto.  Separation— 
legally  permissible  separation — is 
what  southerners  reallv  want.  We 
feel  that  people  should  be  free  to 
associate  with  whomsoever  they 
choose  and  that  no  politically-in- 
spired judiciary  should  attempt  to 
abridse  so  fundamental  a  right. 

In  her  article  in  the  summer.  1960, 
issue  of  the  Agnes  Scott  Alumnae 
Quarterly,  Eliza  King  Paschall  '38 
stated,  "I  would  let  anv  citizens  par- 
ticipate (in  integration)  or  not,  ac- 
cording to  his  interests."  One  would 
think  that  nobody  could  disagree 
with  his  statement.  In  fact,  its  au- 
thor, and  those  who  are  acting  as  she 
does,  would  impose  their  thinking  on 


10 


A  stalwart  segregationist  makes  her  plea  for 
a  fifth  freedom.  She  acknowledges  good  writing 
help  from  her  husband,  Tom,  Emory  alumnus. 

THE  FREEDOM 

OF  ASSOCIATION 

Madge  York  Wesley  '33 


an  overwhelmingly-numerous,  unwill- 
ing majority. 

The  natural  desire  of  most  peo- 
ple everywhere,  black  or  white, 
northern  or  southern,  American  or 
non-American,  is  to  associate  with 
their  own  kind  of  people,  their  kind 
culturally,  financially,  even  racially. 
To  associate  with  dissimilar  people 
is  to  invite  discomfort.  While  I 
philosophically  accept  the  "whips 
and  scorns  of  outrageous  fortune,"  I 
am  totally  devoid  of  any  of  the  feel- 
ings of  racial  guilt  which  seem  to 
work  some  people  up  into  lathers 
of  self-recrimination.  This  natural 
selection  by  which  people  choose 
their  associates  is  so  basic  it  might 
almost  be  called  instinctive. 

All  people  discriminate,  even  the 
integrationists.  Every  act  of  choice 
is  an  act  of  discrimination.  Oscar 
Hammerstein's  little  ditty,  "You've 
got  to  be  taught  to  hate,"  might  just 
as  well  have  been  worded  "You've 
got  to  be  taught  to  love."  Anyone 
familiar  with  Pavlov's  Lectures  on 
Conditioned  Reflexes  and  Watson's 
Behaviorism.,  anyone  with  one  ounce 
of  common  sense,  in  fact,  knows 
you've  got  to  be  taught  practically 
everything!  We  like  what  we  like 
because  of  favorable  associational 
patterns.  Most  white  people,  north 
and  south,  dislike  the  idea  of  social 
mixing  with  Negroes.  No  Supreme 
Court,  no  association  of  ministers, 
no   propagandizing   news-medium    is 


going  to  change  this.  Time,  and  only 
time  can  effect  such  a  change.  In  the 
meanwhile,  if  this  is  still  a  free  coun- 
try, we  should  be  permitted  freedom  | 
of  choice  of  associates,  provided  the 
choice  is  mutual. 

The  integrationists  call  any  local 
public  officials  with  whom  they  hap- 
pen to  disagree  "politicians."  When 
they  find  one  with  whom  they  agree, 
he  receives  the  kudo,  "Statesman." 
Thus  the  definition  of  a  statesman  is 
no  longer  "a  dead  politician,"  but  is 
"a  public  official  with  whom  we 
agree!"  Similarly,  a  politician  is  "a 
benighted  wardheeler  holding  his 
position  through  the  ill-gotten  votes 
of  an  ignorant  and  misguided  elecj 
torate,"  with  whom  we,  incidentally^ 
disagree.  Semantics! 

Those  of  us  who  desire  raciafl 
separation  have  no  objective  if  thisl 
new  self-styled  intelligentsia  who  dej 
sire  integration  have  all  of  it  theyj 
want,  for  themselves  and  their  chilj 
dren.  It  should  not,  however,  bd 
crammed  down  the  throats  of  thosej 
of  us  who  feel  otherwise.  The  old 
Roman  rule,  de  gustibus  non  dis\ 
putantum  est,  is  one  rule  Mr.  Warrer 
and  his  associates  will  never  change 
Perhaps  some  future  generation  o 
do-gooders  will  seek  the  enactmen 
of  legislation  (as  a  corollary  to  Chile 
Labor  Laws)  which  will  prohibi 
these  over-zealous  people  from  ex 
posing  their  children  to  miscegenetii 
environments.  If  and  when  this  hap 

THE  AGNES  SCOT 


pens,  the  wheel  will  have  completed 
its  cycle. 

For  my  part,  I  would  not  legislate 
for  racial  separation  or  for  integra- 
tion. I  would,  however,  prohibit  Ne- 
gro parents  (whose  socio-political 
motivations  take  precedence  over 
their  feelings  for  their  children) 
from  forcing  their  children  into 
white  schools  to  be  rejected,  abused, 
and  humiliated.  An  enlightened  juve- 
nile court  should  intercede  against 
this  type  of  parenthood. 

Since  the  present  Supreme  Court 
has,  by  a  direct  reversal  of  former 
decisions  gone  into  the  business   of 
rewriting  the  laws;   since  it  has  de- 
cided, in  its  august  wisdom,  that  any 
separation    of    the    races    in    public 
facilities    is    inherently    discrimina- 
tory, regardless  of  whether  the  facili- 
ties are  equal,  identical,  or  even  the 
same   (but  used  at  different  times), 
it  seems  to  me  that  any  public  fa- 
cilities, including  public  schools,   of 
course,    which   we   are    unwilling   to 
operate  at  our  expense  on   an  inte- 
grated basis,   should  be   abandoned. 
Our  public  schools  (as  well  as  parks, 
swimming  pools,  golf  courses,  etc.) 
would  never  have  been  set  up  in  the 
first  place  if  we  had  been  told  at  the 
j  time  that  integration  was  mandatory. 
We  should  have  public  education, 
of  course.   All  children  should  have 
an  opportunity  to   secure  an  educa- 
tion, even  though,  in  some  cases,  it 
seems  to  rob  them  of  their  God-given 
common   sense.   This,  however,  does 
not     necessitate     public     ownership 
and/or  operation  of  educational  fa- 
toilities.    Few,   if   any,   people    would 
contend     that     the     average     public 
School  is  remotely  equal  to  the  aver- 
age   private    school.     Many    people 
nake    great    financial    sacrifices    to 
iend  their  children  to  private  schools. 
Why?    A   few   do   for   religious   and 
)ther  special  reasons,  of  course,  but 
he    majority     are     simply    seeking 
omething  better  for  their  children. 
The  cost  to  the  public  of  educating 
ill    its   children    in    private    schools 
ieed  not  exceed   the  cost   of  public 
chools.  The  number  of  children  re- 
lains   the  same.   The   cost,   in   fact, 
hould  be  less,  with  the  elimination 
f  the  vast  empire-building  overhead 
'hich  now  runs  the  public  schools. 

LUMNAE  QUARTERLY  /   FALL   1960 


And   the    quality   should   be   better! 
Private    schools,    like   private   enter- 
prise, will  produce  cheaper  and  bet- 
ter  education    through    competition. 
The   public    can    still    foot    the    bill 
through  grants-in-aid  to  the  parents. 
The  grant-in-aid  money  need  not 
be    squandered,   because   the    checks 
would   be   legal    tender   only    at   ap- 
proved schools  and  the  state  (county 
or   city)    would    approve    only   such 
schools  as  comply  with  minimal  cri- 
teria as  to  curricula,  plant  facilities, 
teacher-student     ratios,     etc.     Public 
school  buildings  can  be  sold  at  pub- 
lic  auction   and  purchased  by  local 
corporations  formed  by  the  parents 
of   the   attending  children.  There   is 
no  law  which  requires  that  they  be 
sold  at  appraised  value,  or  even  book 
value.  Since  they  are  only  useful  as 
schools  for  the  communities  in  which 
they  are  saluted,  the  price  should  be 
nominal. 

In  my  opinion,  this  grant-in-aid 
money  should  be  made  available  to 
all  parents,  whether  their  children 
are  in  the  present  public  schools  or 
not.  Parents  who  have  the  desire 
and  means  to  afford  their  children 
something  of  a  superlative  type  of 
education  (costing  more  than  the 
private  equivalent  of  our  publicly 
supported  norm)  could  supplement 
their  public  allotment  to  the  extent 
required  to  send  their  children  to 
Westminster,  Darlington,  Lawrence- 
ville,  etc.  Under  our  present  system 
these  people  (who  are  often  our 
largest  taxpayers)  receive  no  public 
contribution  toward  the  education  of 
their  children. 

With  a  system  of  grants-in-aid, 
there  would  be  an  absolute  equality 
in  educational  opportunity  for  white 
and  Negro.  Even  the  integrationist 
would  have  the  opportunity  of  pro- 
viding his  children,  at  public  ex- 
pense, the  "crowning  experience"  of 
going  to  school  and  otherwise  mixing 
socially  with  their  racial  opposites. 
These  people  could  form  their  own 
schools  for  this  purpose. 

Meanwhile,  let  us  not  deceive  our- 
selves about  the  reasons  for  the  pres- 
ence of  a  Negro  on  the  Board  of 
Education  of  Atlanta.  He  got  this 
job,  not  through  merit,  but  the  same 
as  the  other  members  did — by  run- 


ning for  office.  Many  people,  like 
myself,  felt  that  the  Negro  popula- 
tion of  Atlanta  is  of  sufficient  size  to 
justify  some  representation  in  this 
body  and  for  this  reason,  alone, 
voted  for  him. 

Nor  should  we  fail  to  realize  that 
the  appointment  by  the  Administra- 
tion   in    Washington    of    Dr.    Rufus 
Clement    (the    Negro    in    question), 
and  many  others  like  him,  to  posi- 
tions   wherein    they    represent    our 
country  in  national  and  international 
matters    is    anything    more    or    less 
than  a  purely  political  device  to  se- 
cure Negro  votes.  The  social  ostra- 
cism of  the  Negroes  has  become  a 
two-edged  sword,   and   the  Negroes, 
because     of    their    exclusion,     have 
achieved   a   solidarity    (implemented 
through  bloc-voting)    which  has  en- 
abled  members   of   their   race,   who 
would  otherwise  languish  like  "roses 
born   to   blush   unseen,"  to   scale  to 
heights  to  which  whites  of  equal,  or 
even    superior    abilities,    can    never 
aspire. 

The  white  intellectual  who  has 
brought  this  upon  us  is  being  "hoist 
with  his  own  petard"  along  with  the 
rest  of  us  and  subordinated  by  a 
politically  articulate,  culturally-infe- 
rior race  which  has  since  the  begin- 
ning of  the  world  made  few,  if  any, 
worth-while  contributions  to  civiliza- 
tion. 

The  integrationists  are  frequently 
prone  to  characterize  the  white  ma- 
jority   of    the    South    as    "narrow- 
minded,  bigoted,  and  superstitious." 
For  my  part,  the  mores  of  our  white 
majority,  based  as  they  are  on  years 
of   environmental    adaptation,    show 
infinitely     more     wisdom     than     is 
shown   by   these    revolutionists    who 
are   unable   to    differentiate   between 
change  and  progress  and  who  appar- 
ently believe  that  merely  to  be  dif- 
ferent is  to  be  superior.  Alexander 
Hamilton  said,  "Your  public,  sir,  is 
a  fool."  I'll  take  the  wisdom  of  the 
public,    any    time,    against    the    im- 
practical,   self-assumed    omniscience 
of     these     cloistered     cloud-dwellers 
who  speak  of  the  benefits  of  integra- 
tion with  the  same  unconvincing  fer- 
vor as  one  who  tries  to  describe  a 
place  he  has  never  been. 


11 


DEATHS 


Faculty 

Miss  Isabel  F.  Randolph,  former  head  of 
the  department  of  physical  education,  at 
her  home  in  Bucks  County,  Pa.,  in  August. 

Institute 

Nina  Gilliland,  July  26. 
Pearl   Mathews    Moore    (Mrs.    Albert   SJ, 
June  19. 

Robert  L.  McWhorter,  husband  of  Ellen 
Pratt  McWhorter,  June  29. 
Francis  E.  Kamper,  husband  of  Vera  Reins 
Kamper,  and  father  of  Vera  Kamper  Rad- 
ford '28  and  Nancy  Kamper  Miller  '33. 
July   15. 

1911 

Mrs.  Carrie  Allen,  sister  of  Lucile  Alex- 
ander and  Virginia  Ethel  Alexander  Gaines 
Institute,  in  July. 

1912 

C.     M.    Allen,    husband     of    Susie    Gunn 

Allen,   in   1960. 

May  Joe  Lott  Bunkley  in  1960. 

1915 

Mrs.  Jeanette  Kelly  West,  mother  of  Mary 
West  Thatcher,  June  18. 

1916 

Mrs.  Edward  Williamson  Whips,  mother 
of  Clara  Whips  Dunn,  July  15. 

1923 

Sarah  Brodnax  Hansell  (Mrs.  Granger), 
August  5. 

Dr.  Ernest  Lee  Jackson,  husband  of  Maud 
Foster  Jackson,  June   14. 

1927 

Mrs.  Anna  Lucile  Ham  Bridgman,  mother 


of  Josephine  Bridgman  and  Lucile  Bridg- 
man Leitch  '29,  July  10. 

1928 

Mrs.  Coral  West  Craighead,  mother  of 
Frances  Craighead  Dwyer  and  Kathryn 
Craighead    Lavender    '30,    July    30. 

1931 

Elizabeth  Hill  Rogers*  husband,  Marbrey 
L.  Rogers,  died  suddenly  from  a  cerebral 
hemorrhage  and  brain  operation,  June  29. 
Milburn  H.  Kane,  Sr.,  father  of  LaMyra 
Kane  Swanson,  August  1. 

1935 

Mrs.  Juliet  Neel  McClatchey,  mother  of 
Jule   McClatchey   Brooke,  June   25. 

1943 

Wallace  Lyons  Griffin  (Mrs.  John  A.), 
September  5. 

1945 

Dr.  Paul  D.  Rowden,  Jr.,  husband  of 
Marjorie   Cole    Rowden,    October   3,    1959. 

1947 

Dr.  F.  M.  Kinard,  father  of  Margaret  Kin- 
ard   Latimer,  May   1960. 

1951 

Frank  Favatella,  husband  of  Betty  Exco 
Favatella,  July  20. 

1952 

Robert  D.  Hays,  father  of  Ann  Tiffin  Hays 
Greer,  December  20,  1959. 

1958 

Thomas  Fiournaldus  Tabnadge,  father  of 
Harriet  Talmadge,  June  12. 


15 


CHARLES   F     MARTIN 


WELCOME  TO 

NEW  FACULTY 

MEMBERS 

Nine  new  faculty  members  were  appointed 
for  the  1960-61  session.  They  are  Charles  F. 
Martin  (B.A.  Wayne  State  University,  M.A. 
University  of  Mississippi),  assistant  professor 
of  economics;  Fred  K.  Parrish  (B.A.  Duke 
University,  M.A.  University  of  North  Caro- 
lina), instructor  in  biology;  Marion  T.  Clark 
(B.A.,  M.A.  Emory  University;  Ph.D.  University 
of  Virginia),  visiting  associate  professor  of 
chemistry;  John  A.  Tumblin  (B.A.  Wake  For- 
rest College;  M.A.,  Ph.D.  Duke  University), 
visiting  associate  professor,  sociology  and  an- 
thropology); Sarah  Evelyn  Jackson  (B.A.  King 
College,  M.A.  University  of  North  Carolina, 
Ph.D.  Emory  University),  visiting  instructor  in 
English;  Michael  J.  Brown  (B.A.  LaGrange 
College,  M.A.  Emory  University)  visiting  in- 
structor in  history;  Mary  B.  Williams  (B.A. 
Reed  College,  M.A.  University  of  Pennsylva- 
nia), instructor  in  mathematics;  Merle  Walker 
(B.A.  Hollins  College,  M.A.,  Ph.D.  Radcliffe 
College),  assistant  professor  of  philosophy; 
Marlene  Baver.  (B.A.  Gustavus  Adolphus  Col- 
'ege;  M.S.M.  Union  Theological  Seminary, 
New    York),    visiting    instructor    in    music. 


\  LcrU^  .  .  . 


Assorted  Campaigns  Absorb  Us  This  Fall 


Such  a  rich  experience  has  just  been  mine,  that  I'm 
in  a  small  quandary  trying  to  find  proper  words  with 
which  to  share  it.  I've  just  returned  to  the  campus  from 
a  trip  which  took  me  to  several  areas  on  behalf  of  our 
75th  Anniversary  Development  Campaign — to  Athens. 
Augusta.  Dalton-Rome.  and  Macon  in  Georgia,  and  to 
Asheville,  N.  C,  Charlotte,  N.  C,  Winston-Salem.  N.  C. 
and  Richmond,  Va. 

My  chief  delight  was  in  "getting  out  amongst  "em,v 
renewing  some  acquaintances  and  making  new  ones  with 
those  to  me  ever  amazing  creatures,  Agnes  Scott  alum- 
nae. My  chief  reward  was  the  realization  of  the  vigorous, 
intelligent  work  you  are  doing  in  the  campaign.  The 
area  dinners,  the  report  meetings,  the  knocking  on  doors 
for  contributions  are  being  enjoyed,  and  the  perform- 
ance is  thorough — as  it  should  be  with  alumnae  under- 
taking this  responsibility. 

But  beyond  the  good  financial  results,  so  necessary 
for  the  ongoing  of  the  College,  alumnae  are  discovering 
fringe  benefits  of  the  campaign.  I  found  that  an  alumna 
who  graduated  in  1909  could  communicate,  with  warmth 
and  understanding,  with  one  of  the  class  of  1959.  1 
found  busy  people  in  each  area  taking  time  to  work 
for  Agnes  Scott  to  good  advantage,  like  a  teacher  who 
left  her  class  to  drive  many  miles  for  the  training  in 
solicitation  methods,  or  the  alumna  who  is  busy,  as  I 
write  this,  searching  out  other  alumnae  all  over  the 
western  North  Carolina  mountains. 

So,  this  experience  has  made  me  want  to  find  new 
words  to  say  special  thanks  to  each  alumna  working  on 
the  campaign.  Not  all  of  your  experience  has  been  a 
bed  of  roses — touch  a  person  in  her  pocketbook  and 
often  out  pours  criticisms  of  the  College  rather  than 
money.  This  can  be  healthy  simply  because  they  need  to 
be  brought  out  in  the  open.  But  far  outweighing  the 
sometimes  non-thinking  critics  are  the  discoveries  of 
other  alumnae  who  believe  in  Agnes  Scott  and  what  she 
undertakes  to  do   as  a  college. 

One  bit  of  confusion  I  found  which  I'd  like  to  clarify. 
Your  contribution  to  the  campaign  is,  for  the  duration 
of  your  pledge,  a  contribution  to  the  Alumnae  Fund. 
The  Alumnae  Fund  is  the  College's  annual-giving  pro- 

ALUMNAE  QUARTERLY  /   FALL   1960 


gram,  and  the  campaign  will  stretch  over  several  years. 
Some  alumnae  who  have  not  been  solicited  yet  for  the 
Campaign  have  sent  contributions  to  the  Alumnae  Fund 
for  1960-61,  without  a  request  being  made  for  this.  We 
thank  you  and  want  you  to  know  that  such  gifts  are 
being  placed  in  the  Development  Fund  and  will  be  added 
to  your  campaign  pledge. 

Also,  I  owe  many  of  you  thanks  of  another  kind,  for 
your  hearty  response  to  "Worthy  Notes"  in  the  summer 
issue  of  the  Quarterly.  I  do  not  dare  publish  excerpts 
from  your  letters,  out  of  context,  on  the  gravest  social 
issue  we  face  today,  but  I  can  report  that  the  over- 
whelming reaction  from  you  was  approval  and  appreci- 
ation of  Eliza  King  Paschall  \38's  article,  "A  Southern 
Point  of  View."  And,  also,  I  got  what  I  asked  for:  a 
statement  from  one  of  you  of  the  segregationist  view- 
point— see  "The  Freedom  of  Association,"  by  Madge 
York  Wesley  '33.  p.  10.  The  impact  of  this  issue,  and 
the  necessity  for  the  educated  woman  to  take  her  stand, 
could  not  be  more  forcibly  brought  straight  home  to  us 
than  the  fact  that,  as  I  write  these  puny  words.  The  Rev. 
Martin  Luther  King,  Jr..  has  been  sentenced  to  jail  by  a 
DeKalb  County.  Ga..  judge — only  a  few  feet  away  from 
Agnes  Scott. 

One  issue,  politics,  is.  naturally,  smothering  all  others 
on  the  campus  this  fall.  This  magazine  will  be  published 
after  election  day,  but  you  will  be  interested  to  know 
that  students  are  "politicking"  with  great  vigor.  From 
where  I  sit,  I  see  a  surge  of  Republicanism  among 
students  and  stalwart  Democrats  among  the  faculty — 
which  says  nothing  except  vive  la  difference  between 
generations ! 

Politics  aside,  the  72nd  session  of  Agnes  Scott  College 
is  in  full  swing,  and  the  College  is  operating  with  an 
enrollment  at  full  capacity — beyond  capacity,  actually, 
since  some  students,  again  this  year,  have  had  to  find 
beds  in  the  Alumnae  House.  Orientation  for  new  students 
has  brought  them  quickly  into  the  midst  of  Agnes  Scott's 
way  of  life:  "Black  Cat"  was  particularly  good  this 
year:  Alistair  Cooke  was  a  pure  charmer  in  a  two-hour, 
off-the-cuff  talk  as  the  first  presentation  of  Lecture  Com- 
mittee. We're  off! 


rr 


A  Tower  Still  Building" 


Agnes  Scott  College 
Seventy-fifth  Anniversary  Development  Program 


AREA  CAMPAIGNS  FALL  I960 

Chairmen 

Asheville Jane  Puckett  Chumbley  '52 

Athens Susan  Daugherty  '48 

Augusta Nancy  Parks  Anderson  '49 

Charlotte Jane  Crook  Cunningham  '54 

Dalton-Rome Fannie  B.  Harris  Jones  '37 

Decatur Gene  Slack  Morse  '41 

Macon .   Ann  Herman  Dunwody  '52 

Marietta Louise  Hertwig  Hayes  '51 

Richmond Kathleen  Buchanan  Cabell  '47 

Winston-Salem Diana  Dyer  Wilson  '32 


SHOULD 

\RCHITECTURE 

GO  MODERN 

ON  CAMPUS? 

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The  Point  of  View  of  EDWARD  DURELL  STOJVE 


The  Case  for 
MODERN  ARCHITECTURE 


on  the  Campus 


ABOUT  THE  AUTHOR 

Edward  Durell  Stone  has  been  called  "one  of  the 
profession's  freest  spirits  and  by  general  consensus 
the  most  versatile  designer  and  draftsman  of  his 
generation."  Now  in  his  late  fifties,  Mr.  Stone  has 
been  designing  buildings  for  a  long  time  and  since 
the  construction  of  his  U.  S.  Embassy  in  New  Delhi 
and  the  U.  S.  Pavilion  at  the  Brussels  World's  Fair 
the  name  "Stone"  has  become  familiar  to  everyone 
who  appreciates  the  best  in  contemporary  architec- 
ture. He  was  educated  at  the  University  of  Arkan- 
sas, Harvard,  and  M.I.T.  He  taught  architecture  at 
New  York  University  from  1935  to  1940,  and  at 
Yale  from  1946  to  1951 .  Among  the  education 
buildings  he  has  designed  are  the  Stanford  Medical 
Center,  student  housing  at  Vanderbilt  and  the 
University  of  South  Carolina,  and  the  Fine  Arts 
Center  at  the  University  of  Arkansas. 


A  leading  American  architect 
tells  vihy  modern  buildings  on  today's 
college  campuses  should  blend  with 
older  structures  yet  be  examples  of 
excellent  contemporary  design. 


THE  AGNES  SCOT, 


w 


A  RCHITECTURE  is  not  like  milli- 
/\  nery:  we  shouldn't  change  it 
L  \.  just  to  be  fashionable.  Yet  to 
ne  it  is  encouraging  that  most  of  our 
alleges  and  universities  are  chang- 
ng  to  beautiful  contemporary  build- 
ngs,  in  place  of  the  once-popular 
'Collegiate  Gothic"  or  the  nonde- 
cript  structures  that  we  could  label 
Ugly  American." 

To  use  a  much-bandied  and  abused 
vord.  the  contemporary  architect 
onscientiously  tries  to  produce  "func- 
ional"  buildings.  ( Whether  he  suc- 
eeds  or  not  is  another  question.  I  He 
ries  to  plan  practically,  so  that  his 


SKETCHES  BY 
NANCY  BATSON  '61 


structures  will  be  suitable  to  their 
proposed  uses.  He  does  not  like  to 
warp  his  buildings  to  meet  some  pre- 
conceived design  idea. 

This  point  of  view  is  beginning  to 
prevail  on  campuses  in  all  sections  of 
America,  where  formerly  buildings 
were  often  constructed  as  "monu- 
ments" rather  than  as  places  where 
education  was  to  take  place,  and 
where  the  architect  was  restricted  by 
an  accepted  design  style.  Look  at  the 
designs  for  Brandeis  University  and 
those  for  Wayne  State  University  in 
Detroit,  and  at  the  progressive  cam- 
pus done  by  Frank  Lloyd  Wright  at 
Florida  Southern  College.  Even  cam- 
puses that  we  think  of  as  "tradi- 
tional" are  no  longer  so.  Yale,  which 
has  always  had  a  Gothic  tradition, 
now  has  modern  buildings:  a  fine 
arts  building  and  an  ice-hockey  rink. 
The  University  of  Chicago,  for  which 
I  am  presently  doing  a  continuing- 
education  building,  has  seen  fit  to 
forget  its  Gothic  tradition.  The  grad- 
uate school  at  Harvard,  by  Gropius. 
is  a  radical  departure  from  that  uni- 
versity's colonial  traditions.  In  fact, 
I  know  of  no  campus  where  a  rigid 
style  commitment  now  prevails. 

As  my  colleague  Walter  Gropius 
has  pointed  out,  we  don't  expect  stu- 
dents to  go  about  in  period  clothes — 
so  why  should  we  build  college  build- 
ings in  pseudo-period  design?  Like 
Mr.  Gropius.  I  believe  that  students 
reflect  their  surroundings,  and  that 
the  appearance  and  the  feeling  of 
one's  surroundings  make  a  sreat  deal 


of  difference.  If  our  future  architects 
and  future  citizens  are  educated  in 
environments  of  beauty,  perhaps  they 
will  go  to  bat  for  beauty  later  in  life. 
(It  is  no  secret  that  beauty  is  a 
scarce  commodity  in  America,  one  of 
the  few  things  we  can't  seem  to  af- 
ford in  our  land  of  abundance.) 

Architecture,  when  well  done,  can 
create  a  mood  and  inspiration.  It  has 
done  so  through  the  ages.  Religious 
buildings,  for  example,  have  inspired 
religious  fervor  in  their  congrega- 
tions. So  it  is  with  a  college  building: 
here  you  can  create  an  atmosphere 
which  is  conducive  to  study  and  to 
work,  and  which  produces  rapport 
between  teacher  and  student. 

Indeed,  the  mood  may  vary  with 
the  building.  If  you  are  working  in 
a  laboratory,  you  want  that  labora- 
tory to  be  like  a  machine,  beautifully 
equipped  and  immaculately  finished. 
In  a  library  you  want  something  that 
gives  you  a  relaxed  feeling — an  oak- 
paneled  room,  carpeting,  comfortable 
chairs,  good  light,  and  even  an  open 
fireplace. 

EVEN  though  I  am  heartily  in 
favor  of  the  encouragement  of 
modern  architecture  on  the 
American  campus,  I  think  that  we 
architects  have  an  obligation  to  blend 
the  new  with  the  old.  This  can  be 
done  in  three  principal  ways. 

First  is  the  matter  of  scale.  When 
I  say  scale — it  is  an  architectural 
term — I  mean  size  and  proportion. 
If  a  campus  is  made  up  predominantly 
of  three-story  buildings  that  are,  let 
us  say,  100  to  200  feet  long,  then  the 
new  buildings  should  be  relatively  the 
same  size. 

The  second  thing  to  consider  is  the 
material  that  is  used,  and  the  color. 
If  a  campus  was  started  in  a  material 
such  as  brick  or  stone,  then  if  pos- 
sible the  same  material  should  be 
used  for  the  modern  buildings.  If  not 
the  same  material,  then  certainly  a 
harmonizing  color  can  be  used. 

The  third  great  unifying  force  is 
the  grouping  or  arrangement  of  the 
buildings.  Fortunately,  many  colleges 
were  started  on  the  quadrangle  plan — 
an  ideal  grouping  for  educational 
buildings.  The  quadrangle  is  in  effect 

(Continued  on  next  page) 


U.UMNAE  QUARTERLY  /   WINTER   1961 


Modern  Architecture* 

(Continued  from  page  5) 

an  outdoor  room  that  unifies  a  group 
of  buildings,  even  though  they  may 
differ  individually  in  architectural  de- 
sign. 

Of  this  kind  of  planning,  the  best 
example  I  know  of  is  Harvard.  Har- 
vard has  adhered  to  the  quadrangle 
idea;  it  has  used,  by  and  large,  the 
red  brick  of  the  original  buildings: 
but  it  has  changed  the  style  as  tastes 
have  changed.  There  are  buildings  in 
the  Harvard  Yard  by  Richardson  in 
the  Romanesque  style;  there  are 
buildings  in  the  classical  revival  style 
by  McKim,  Mead,  and  White;  there 
are  even  Victorian  buildings.  But  be- 
cause they  are  placed  around  quad- 
rangles, towered  over  by  gigantic 
elms,  they  are  harmonious. 

It  is  highly  desirable  for  a  college 
campus,  which  is  to  last  hundreds  of 
years,  to  report  the  changing  tastes 
of  the  times.  If  we  look  to  Oxford 
and  Cambridge,  we  see  a  record  of 
this  changing  history  of  architecture; 
yet  they  are  so  planned  and  unified 
by  size,  materials,  and  arrangement 
that  everything  ties  together.  And 
that's  my  preference,  rather  than  to 
saddle  the  architect  and  the  institu- 
tion with  a  preconceived  idea  of 
style. 

IN  designing  the  medical  school 
and  hospital  at  Stanford — which 
represents  my  own  current  tastes 
and  prejudices,  if  you  will — I  tried 
very  hard  to  meet  the  conditions  of 
blending  the  new  with  the  old.  The 
site  was  adjacent  to  an  old  quad- 
rangle of  low,  three-story  buildings 
designed  by  Shepley,  Rutan,  and 
Coolidge,  in  the  tradition  of  Richard- 
son. I  felt  that  I  was  working  in  very 
distinguished  company  and  that  my 
building  should  be  sympathetic  with 
its  predecessors.  As  a  result  I  made  a 
horizontal  hospital — a  low,  three-story 
building — which  is  rather  unusual 
for  a  400-bed  hospital  in  this  day.  All 
the  rooms  are  directly  related  to  land- 
scaped gardens,  which  in  turn  are 
tied  in  with  the  beautiful  landscaping 


*  Copyright  1960  by  Editorial  Projects  for 
Education. 


and  fine  live  oak  trees  on  the  7000- 
acre  campus. 

Because  of  the  earthquake  prob- 
lem in  that  area  of  California,  we 
thought  it  desirable  to  use  poured 
concrete.  To  make  the  concrete  tex- 
ture sympathetic  with  the  rough  stone 
of  the  earlier  buildings,  and  to  lend 
an  air  of  permanence  as  well,  I  hit 
upon  the  idea  of  putting  within  the 
forms  a  geometric  pattern.  This  was 
done  by  nailing  wooden  blocks  in  the 
forms  and  then  pouring  in  the  con- 
crete, much  as  you  would  pour  dough 
into  a  waffle  iron.  The  result,  I  be- 
lieve, is  beautiful  and  exciting — and 
I  hope  I  have  caught  the  essence  of 
the  older  buildings,  without  either 
copying  or  ignoring  them. 

Using  surrounding  buildings  as  a 
point  of  departure,  I  find  that  I  can 
ask  myself:  What  makes  this  build- 
ing unique  from  all  others?  If  I  can 
find  the  salient  characteristic,  I  be- 
lieve there  is  a  much  greater  chance 
of  doing  an  original,  creative  work. 
In  other  words,  if  I  am  working  on  a 
campus  that  is  predominantly  red- 
brick colonial,  I  try  to  create  some- 
thing original  and  contemporary,  but 
which  retains  some  of  the  qualities 
that  made  the  colonial  structure  at- 
tractive— capturing  the  spirit,  you 
might  say. 

Although  my  tastes  in  architectural 
design  have  changed  since  1950,  I 
have  always  been  happy  with  the  fine 
arts  center  at  the  University  of  Ar- 
kansas. Here  is  a  unique  college 
building,  with  all  the  arts — theater, 
music,  painting  and  sculpture,  archi- 
tecture— under  one  roof,  capturing 
the  spirit  of  art  and  serving  as  an 


inspiring  educational  institution. 

I   have  also   been  concerned   witli 
the  question   of  uniqueness  of  fund 
tion  in  designing  the  center  for  con] 
tinuing   education   at   the  University 
of  Chicago,  to  be  completed  in  1961 
Behind  it  is  the  theory — and  it  is 
very  reassuring  one  to  a  man  of  m 
age — that  one  doesn't  stop  learning 
To  provide  a  place  where  men  cai 
return  to  the  campus  to  live  and  wor 
in   a  highly  intensive  manner  for 
limited   period,    I    have  combined 
classroom   building,   a   hotel,   and 
conference-room  building  in  a  simple 
unified,  rectangular  plan. 

TOO  OFTEN,  I  am  afraid,  con] 
temporary  architects  use  thj 
excuse  of  "functionalism"  t« 
indulge  their  current  enthusiasms! 
We  are  all  guilty  of  enthusiasms,  oj 
course.  To  some  architects  redwood 
is  God's  greatest  gift  to  man.  T< 
others,  plate  glass  has  a  place  todaj 
that  Pentelic  marble  did  in  the  titni 
of  the  Greeks.  Steel  in  tension  hold 
another  architect's  world  together.  | 
am  not  given  to  flexing  my  structural 
muscles  in  public  and  am  content  t<t 
hobble  along  on  the  old  post  an<| 
beam.  All  of  these  points  of  view  an 
healthy,  but  they  should  not  becomi 
standardized  and  arbitrary — on  thi 
college  campus  or  anywhere  else. 

If  members  of  the  boards  of  col 
lege  trustees  are  apprehensive  at  thi 
mention  of  using  "modern"  design  a 
their  institutions,  it  is  because  they 
have  seen  some  horrible  examples  o  I 
architecture  passing  under  that  label! 
I  am  willing  to  admit  that  the  stand 
ards  of  contemporary  architecture  ir 


THE  AGNES  SCOT 


this  country  are  not  as  high  as  they 
might  be. 

In  a  country  with  some  177  million 
people,  there  are  only  about  22,000 
architects.  Obviously  their  efforts 
cannot  even  approximate  the  needs 
for  building  and  rebuilding  in  the 
United  States.  Also,  of  the  approxi- 
mately $60  billion  spent  each  year  on 
construction,  less  than  one-third  is 
for  buildings  designed  by  architects. 
It  is  a  strange  paradox  that  designing 
and  planning  are  the  most  important 
(and  the  least  expensive)  part  of  any 
project,  yet  are  not  considered  indis- 
pensable. 

By  and  large,  universities  offering 
training  in  architecture  fulfill  their 
mission  very  successfully,  arousing 
enthusiasm  and  a  love  of  architecture 
in  their  students.  But  since  the  de- 
mand for  architects'  services  is  not 
high,  they  are  beset  by  the  temptation 
to  compromise  good  design  in  favor 
of  economic  survival.  How  many  col- 
lege buildings  are  not  what  the  archi- 
tect intended  but  a  composite  of 
what  boards  of  trustees,  administra- 
tors, faculty  members,  and  legislators 
demanded ! 

Then,  too,  the  architects  them- 
selves are  not  always  capable  of  good 
design.  They  may  be  too  hot  in  their 
pursuit  of  novelty.  We  unnecessarily 
complicate  our  buildings  in  an  effort 
to  do  something  different,  so  that  the 
results  are  too  self-conscious,  too  full 
of  effort  to  be  new  and  world-shaking. 
Restraint  is  important  in  art  as  well 
as  in  living. 


A  related  fault  is  the  hasty  accept- 
ance of  the  fashionable,  so  that  we 
have  the  "glass  box"  copied  every- 
where^— like  a  new  bonnet  the  ladies 
are  wearing  this  season.  Obviously 
the  glass  building  is  not  suitable  to 
some  climates  and  locations,  particu- 
larly where  there  are  extreme  tem- 
peratures. Also,  I  happen  to  believe 
that  the  glass  box  fails  to  fulfill  a 
fundamental  need  within  the  heart  of 
man,  some  inner  need  for  enrichment 
and  embellishment  of  his  surround- 
ings— what  I  have  facetiously  called 
"moxie."  I  do  not  mean  decoration 
for  its  own  sake,  but  the  psycholog- 
ical satisfaction  that  comes,  for  ex- 
ample, from  the  pattern  of  light  and 
shade. 

All  of  these  abuses  have  under- 
standably made  some  of  our  colleges 
leery  of  embarking  upon  the  "mod- 
ern" course  of  campus  architecture. 

Fortunately,  the  colleges  them- 
selves can  help  correct  these  con- 
ditions. How?  By  teaching  our 
cultural  heritage,  and  by  themselves 
serving  as  examples  of  what  long- 
range  planning  can  mean  in  archi- 
tecture. 

One  of  the  functions  of  education 
is  to  teach  us  the  appreciation  of  and 
the  uses  of  the  past.  If  one  knows 
about  the  history  of  architecture,  he 
will  also  know  that  modern  architec- 
ture is  adolescent.  We  have  been 
working  on  this  for  only  about  thirty 
years.  The  Greeks  produced  the  Par- 
thenon— which  is,  after  all,  a  simple 
building— after  300  years  of  working 
with  the  problem. 

With  so  many  rapidly  changing 
conditions  of  construction — such  as 
air  conditioning,  new  kinds  of  heat- 
ing, and  the  development  of  the 
aluminum  or  glass  curtain  wall — the 
architect  today  has  many  more 
chances  to  go  wrong  than  did  the 
Greek  builder.  We  simply  have  not 
yet  mastered  the  fabulous  vocabulary 
with  which  we  have  to  work.  The 
educated  man  knows  the  best  of  the 
past,  and  he  knows  that  he  should  not 
be  premature  in  judging  the  work  of 
the  present. 

It  is  part  of  the  obligation  of  an 
educational  institution  to  bring  to 
all   students   this    knowledge   of   the 


arts  and  their  relationships,  no  mat- 
ter what  the  specialization.  When 
Winston  Churchill  lectured  at  M.I.T., 
he  said  that  he  was  gratified  that 
such  a  great  scientific  and  engineer- 
ing institution  found  a  place  for  the 
humanities,  giving  scientists  a  back- 
ground in  other  things  of  the  spirit 
which  are  challenging  to  every  man. 

When  colleges  and  universities 
raise  the  general  level  of  apprecia- 
tion of  architecture,  the  results  will 
eventually  be  seen  everywhere.  Stu- 
dents become  the  community  lead- 
ers who  serve  on  school  boards  and 
decide  about  new  buildings;  who 
have  ideas  for  civic  improvements 
in  the  business  districts,  in  the  parks, 
on  the  highways.  Through  general 
education  our  people  should  be  taught 
the  importance  of  beautiful  surround- 
ings— which  are,  after  all,  a  national 
asset. 

In  addition,  the  campuses  them- 
selves can  serve  as  good  examples 
of  what  architectural  planning  should 
be.  Probably  the  thing  that  has  caused 
the  most  difficulty  in  the  campus  of 
today  is  that  no  long-range  provi- 
sions were  made  for  the  campus's  de- 
velopment. Because  many  founders 
and  leaders  did  not  foresee  the  rapid 
growth  of  education,  cities  have  grown 
up  around  many  institutions  and  they 
no  longer  have  elbow  room.  A  crowd- 
ed, hemmed-in  campus  is  hard-put  to 
be  a  thing  of  beauty,  even  with  the 
best  of  buildings. 

Every  educational  institution  should 
have  a  master  plan — one  that,  inso- 
far as  it  can  be,  is  the  vision  of  able 
professionals  for  a  future  of  fifty  to 
one  hundred  years.  Naturally,  such  a 
plan  will  undergo  modification  as 
time  passes,  but  at  least  you  are  build- 
ing with  some  conscientiousness  and 
a  final  conception  in  mind.  Too  many 
college  buildings  have  been  arbitra- 
rily put  in  the  wrong  places  at  the 
whim  of  a  president  or  trustee;  too 
many  designs  and  materials  have  been 
selected  without  regard  to  the  appear- 
ance of  the  whole. 

Given  a  plan  for  the  future,  every 
university  and  college  can  make  a 
place  for  the  new  architecture  which 
will  evolve  without  being  prey  to 
every  passing  fashion.  It  is  never  too 
late  to  start. 


ALUMNAE  QUARTERLY  /   WINTER    1961 


Alumnae  Husbani 


JAMES   STUART 


EWING   HUMPHREYS,  JR. 


A  young  minister,  a  young 
advertising  executive,  and  an 
experienced  insurance  man 
speak  to  alumnae  and  their 
husbands  at  an  Atlanta 
Alumnae  Club  dinner. 


BEALY   SMITH 


THE  REVEREND  JAMES  STUART: 

Perhaps  like  each  member  of  this  panel.  I  have  been 
concerned  as  to  my  authority  to  speak.  However,  after 
careful  contemplation  of  this  dual  subject  printed  in  the 
program,  '"The  Image  of  an  Ideal"  and  '"Investing  in  the 
Ideal,"  I  have  concluded  I  eminently  qualify  on  two 
counts. 

The  first  takes  me  back  to  the  day  I  took  a  short  cut 
across  the  Scott  campus  and  was  caught  by  "the  image 
of  an  ideal."  Having  courted  this  image,  it  finally  became 
mine  and  I  have  been  "investing"  in  it  ever  since.  It 
ought  to  go  without  saying  that  this  was  the  best  invest- 
ment I  have  ever  made  and  I  will  offer  the  two  dividends 
running  about  our  house  as  certain  proof. 

However,  I  am  aware  that  being  one  of  the  pastors  in 
a  church  where  thirty-one  graduates  of  Agnes  Scott  are 
members  gives  me  a  second  qualification.  This  is  the 
unique  opportunity  to  examine  the  "profile  of  an  ideal' 
in  action  and  to  contrast  the  depth  and  intensity  of  this 
"profile"  as  it  competes  in  leadership  over  other  so-called 
profiles. 

In  this  observation  there  are  some  general  definite 
aspects  to  note.  One  is  the  depth  of  conviction  which  per- 


meates this  profile.  In  a  time  when  so  much  is  superficial 
facade  and  veneer,  it  is  easy  to  notice  depth. 

I  don't  mean  to  imply  that  this  conviction  is  alwayl 
religious  or  Christian.  As  a  matter  of  fact,  by  somJ 
standards  of  conventional  organized  religion  it  would  noi 
be.  I  am  speaking  about  a  conviction  that  gives  meaning 
and  purpose  to  life  and  which,  accompanied  by  indi|j 
vidual  initiative,  brings  these  goals  into  being. 

For  instance,  here  is  a  graduate,  who  as  a  student  did 
independent  study  in  T.  S.  Eliot,  yet  who  six  years  latea 
is  teaching  Spanish  in  kindergarten  to  5-year  olds.  ThJ 
motive,  not  monev,  but  to  better  communication  in  ail 
ever-shrinking  world — and  the  enjoyment  of  seeing  chill 
dren  respond. 

Here  is  a  philosophy  major,  who  emerges  from  thi|i 
classroom  where  she  has  struggled  to  see  how  Hume  an« 
Kant  destroyed  the  arguments  for  the  existence  of  Godl 
but  finally  came  to  realize  that  personal  conviction  transfc 
cends  philosophy  and  even  theology.  So  she  goes  into  th<i 
primary  department  of  the  church  not  trying  to  provcl 
existence,  but  to  show  the  necessity  of  love,  and  how  thtj 
openness  in  love  makes  us  receptive  instruments  of  thtl 
Holy  Spirit. 

Here  is  a  mother  of  six  who  sings  solo  parts  in  thf 


8 


THE  AGNES   SCOT 


an  Talk,  Too  —and  Do 


choir,  directs  a  youth  choir — and  no  money  is  involved. 
There  is  just  a  deep  conviction  that  she  has  the  responsi- 
bility to  contribute  her  talents  to  the  Christian  group. 

Another  interesting  aspect  of  this  profile  is  that  al- 
though individual  conviction  is  deep  there  is  an  openness 
to  new  ideas.  At  this  time  we  are  endeavoring  to  evaluate 
the  primary  department  of  our  church  in  which  6  of  the 
20  teachers  are  Agnes  Scott  graduates.  It  is  interesting  to 
observe  that  in  spite  of  the  poor  teaching  habits  which 
have  been  formed  in  the  past  years,  there  is  an  openness 
to  self-evaluation  and  response  to  change. 

We  hear  so  much  about  change  that  we  take  it  for 
granted,  but  the  church  is  rapidly  changing  especially  in 
the  South.  What  with  industrialization  and  unionization 
and  social  change,  the  church  is  also  in  a  state  of  meta- 
morphosis. Even  in  the  brief  span  of  my  ministry  I  have 
seen  new  counseling  technique,  new  curriculum  material, 
new  patterns  of  evangelism,  new  attitudes  in  youth  de- 
velopment. 

But  the  greatest  struggle  is  still  to  come.  There  is  a 
great  need  for  mature  leadership  which  will  give  stability 
in  trying  times.  Never  before  have  I  been  so  aware  of  the 
need  for  liberal  arts  colleges  with  the  uniqueness  of  com- 
bining scholarship  with  Christian  principle.  There  are  no 
ready  answers  to  current  problems,  yet  with  conviction, 
openness,  and  scholarship  we  have  a  framework  to  face 
the  future. 

I  suppose  that's  what  makes  it  a  pleasure  to  invest  in 
this  "Profile  of  an  Ideal." 

EWING  S.   HUMPHREYS,  JR.: 

I  MUST  ADMIT  that  although  I  am  a  loyal  husband,  there 
is  another  woman  in  my  life,  the  one  I  am  trying  to  sell 
through  mass  media  advertising.  Like  my  own  wife,  she 
never  ceases  to  amaze  me.  After  much  study  of  the  sub- 
ject, the  first  conclusion  I  reached  is  that  women  are 
different;  they  don't  even  speak  the  same  language  as 
men.  To  illustrate:  "Most  men,  I'm  sure,  think  of  knives 
and  forks,  but  a  woman  thinks  of  silver.  Men  think  of 
glasses,  but  a  woman  thinks  of  crystal.  A  woman  pre- 
pares sauce  for  the  meat,  but  he  eats  gravy,  and  she 
may  make  a  lovely  casserole,  but  he  complains  about  the 
leftovers.  She  serves  potatoes  lyonnaise,  he  eats  potatoes 
with  onions,  and  she  may  think  another  woman  is  rather 
pretty,  but  to  him  she's  a  living  doll."  (I  am  indebted  to 


Mrs.  Bernice  Conner  of  the  Ladies  Home  Journal  for 
furnishing  me  these  "statistics.") 

Different  words  conjure  up  different  images.  "To  a 
man  range  may  mean  scope,  ranch,  firing  range,  Home 
on  the  Bange  ( if  he's  musical )  ;  but  to  a  woman  it's  a 
beautiful  new  built-in  oven.  Base  to  him  means  air  base 
or  first  base,  a  bag  somebody  slid  into  but  not  in  time  to 
be  called  'safe'  by  the  umpire;  but  to  a  woman  it  is  a 
lovely  new  makeup  just  put  on  the  market.  China  to  him 
means  trouble  or  Communists;  but  to  her  it's  the  Lenox 
pattern,  for  example,  she  has  had  her  heart  set  on  for 
years.  And,  gentlemen,  a  tomato  to  a  woman  is  some- 
thing that  goes  into  a  salad." 

The  fact  that  women  are  different  is  often  used  in  argu- 
ments against  quality  education  for  women.  We  men 
certainly  like  to  feel  that  we  are  the  captains  in  our 
households,  but  I  must  admit  I  am  bored  ad  nauseum 
with  reading  and  hearing  about  how  much  better  women 
in  other  countries  manage  as  housewives  and  sweethearts. 
I  think  it  is  about  time  the  American  man  and  par- 
ticularly the  husband  of  an  Agnes  Scott  graduate  began 
to  take  some  pride  in  his  female  counterpart,  and  it  is 
high  time  we  did  something  about  expressing  our  pride 
and  appreciation  to  her  and  about  her.  I  submit  that  an 
Agnes  Scott  girl  is  more  interesting,  more  stimulating, 
more  exciting,  more  intelligent,  more  companionable, 
more  compatible,  more  attractive,  more  feminine,  more 
womanly,  and  more  to  be  appreciated  than  any  woman 
in  any  other  country  of  the  world ! 

Fellows,  some  of  you  may  not  have  taken  the  time  to 
find  out  what  the  average  American  mother  is  up  against. 
In  one  month's  time  these  are  some  of  the  things  she  is 
involved  in : 

90  meals — she  plans  them,  makes  them,  cleans  up 

after  them. 

She  takes  a  shine  to  1,500  dishes,  makes  and  shakes 
about  150  beds. 

Washes,  mends,  irons,  keeps  track  of  450  pieces  of 
assorted  clothing  from  husband's  tattered  argyles  to 
Junior's  birdman  suit  .  .  .  And  speaking  of  suits — 60 
times  a  month  she  pulls  the  snowsuits  on  her  strug- 
gling youngsters  and  60  times  a  month  she  pulls 
them  off  again,  always  soaking  wet  .  .  . 

(Continued  on  next  page) 


ALUMNAE  QUARTERLY  /  WINTER   1961 


Husbands  Speak  Up  (continued) 

In  the  course  of  a  month  she  gets  involved  with 
cleaning  1,500  square  feet  of  carpet  .  .  . 

Stopping  43  brawls  and  squalls  .  .  . 

124  arguments  feel  the  justice  of  her  big  stick 
policy  .  .  . 

And  she  plays  young  Dr.  Malone  7  times  a  month 
for  the  latest  set  of  colds,  bugs  and  mystery  viruses, 
the  chief  symptoms  of  which  are  whining,  complain- 
ing and  staying  home  from  school. 

She  writes  about  13  chatty  letters  to  relatives  and 
friends  and  then  again  .  .  . 

Writes  19  checks,  on  an  account  that  often  sees  too 
much  month  left  over  at  the  end  of  the  money. 

She  manages  to  keep  the  kids  out  of  the  shopping 
cart  long  enough  to  get  involved  with  102  pounds  of 
groceries  on  regular  shopping  trips  .  .  . 

And  with  24  additional  pounds  on  unpremeditated 
shopping  trips. 

And  she's  always  attending  meetings  .  .  .  one  regular 
membership,  PTA  .  .  .  one  executive  committee, 
PTA  .  .  .  one  secret  caucus  to  plan  strategy  for  the 
finance  committee  .  .  . 

one  Agnes  Scott  Alumnae  meeting  .  .  . 

one  Cub  Scout  Pack  meeting  .  .  . 

one  Brownie  "flying  up"  ceremony  .  .  . 

one  workshop  to  make  posters  for  the  library  or 
garden  club  .  .  . 

and  13  house-to-house  calls  to  collect  funds  for  the 
local  community  chest. 

As  a  part  of  the  necessary  preparation  for  this 
busy  schedule,  she  applies  lipstick  93  times  .  .  . 

gets  involved  with  470  pincurls  .  .  . 

and  makes  63  gallant  attempts  at  parallel  parking. 

And  the  reason  she  gets  involved  with  all  these  things 
is  simple.  She  has  three  children  to  care  for,  and  then 
there  is  that  husband  she  wants  to  care  for  her. 

And  for  those  of  you  who  like  to  measure  things 
by  statistics,  try  these  on  your  slide  rule. 

There  are  720  hours  in  a  month,  but  it  would  take 
913  hours  to  do  what  she  actually  does.  Like  the 
bumble  bee  that  doesn't  know  he  can't  fly,  she  gets 
it  done  anyway,  somehow. 

Let's  face  it,  men,  these  Agnes  Scott  wives  of  ours  are 
teachers,  home  appliance  experts,  chauffeurs,  political  or- 
ganizers, church  workers,  child  psychologists,  financiers, 
artists,  secretaries,  musicians,  cooks,  landscape  gardeners, 
interior  decorators,  and  many,  many  other  things  all 
rolled  up  into  one.  The  time  has  come  to  recognize  that 


the  investment  "in  the  ideal"  at  Agnes  Scott  has  not  only 
enriched  her  life  but  it  has  also  enriched  the  lives  of  oui 
children,  the  community,  and  all  those  many  people  with 
whom  she  is  in  contact.  For  a  woman  to  become  the  life 
companion  of  one  of  tomorrow's  educated  young  execu- 
tives without  higher  education  is  as  ill  advised  as  going 
into  the  poultry  business  without  a  rooster. 

We  have  a  wonderful  ideal  in  women's  education  at 
Agnes  Scott.  Each  of  you  has  demonstrated  your  aware- 
ness of  this  fact  by  your  attendance  here  tonight.  Start 
ing  right  now  there  is  something  each  one  of  us  can  do 
to  support  the  tremendous  investment  which  has  already! 
been  made  in  the  ideal.  We  can  take  cognizance  of  the 
fact  that  Agnes  Scott  has  grown  into  one  of  America's 
foremost  women's  colleges.  It  has  a  physical  plant  and 
faculty  second  to  none,  but  what  is  more  important  it  has 
over  the  years  proven  its  ability  to  inspire  the  thousands 
of  young  women  who  have  walked  its  campus. 

It  has  given  them  "ideals,"  ideals  that  have  now  been] 
passed  on  to  others  and  multiplied  throughout  the  com- 
munity and  the  nation. 

We  should  be  aware  of  what  is  new  and  different  at 
Agnes  Scott  and  look  for  opportunities  to  show  our 
friends  and  associates  that  we  are  proud  of  this  college 
If  some  uninformed  person  speaks  ill  of  your  Alma  Mater 
defend  it.  Try  to  change  their  erroneous  impressions.  We 
husbands  who  love  to  cheer  our  college  football  team 
can  certainly  find  opportunities  to  cheer  the  school  which 
has  indirectly  made  its  mark  on  us.  If  we  bear  witness 
to  the  high  esteem  in  which  we  hold  this  fine  institution, 
many  others  will  come  to  recognize  its  value.  You  may 
think  that  what  you  say  is  not  important,  but  it  is.  The 
community  will  certainly  not  be  impressed  with  the  im 
portance  of  this  ideal  if  you  who  are  closest  to  it  are  not 
enthusiastic  in  your  support  and  anxious  to  tell  others 
about  it. 

Let's  talk  it  up!  I  have  two  sons  who  will  certainly 
wear  us  down  before  long.  I  hope  Agnes  Scott  will  pro- 
vide the  wives  to  share  their  lives  when  they  reach  man- 
hood. 

BEALY  SMITH: 

Calvin  Coolidge  once  said:  "To  place  your  name,  by 
gift  or  bequest,  in  the  keeping  of  an  active  university  or 
college  is  to  be  sure  that  the  name  and  project  with  which 
it  is  associated  will  continue  down  the  centuries  to 
quicken  the  minds  and  hearts  of  youth  and  thus  make  a 
permanent  contribution  to  the  welfare  of  humanity." 

This  brings  to  mind  vividly  that  a  lot  of  someones  over 
many  years  in  the  past  have  done  just  this,  just  so  that 
Agnes  Scott  is  today  what  it  is.  Mind  you — it  wasn't  me, 
it  wasn't  you,  but  them! 

Thank  goodness  for  those  someones,  for  I  am  a  direct 
beneficiary  of  just  such  foresight  and  generosity  of  people 


10 


THE  AGNES  SCOTT 


like  you  and  me  who  have  gone  before  us.  And  you,  too, 
have  been  just  such  a  beneficiary. 

How?  Because  I  have  lived  in  a  family  of  three  Agnes 
Scotters,  including  my  wife  and  two  of  my  daughters, 
and  none  of  us  has  been  a  part  of  the  actual  creating  and 
bringing  about  that  which  Agnes  Scott  is  and  what  it 
represents  today.  Many  people  invested  in  an  ideal,  the 
like  of  which  perhaps  even  they  didn't  fully  realize,  and 
I  am  a  direct  beneficiary  along  with  three  other  members 
of  my  family.  This  makes  me  most  grateful. 

Why  and  how  does  Agnes  Scott  represent  such  an 
ideal?  Why  did  Betty  Lou  and  I  want  our  daughters  to 
go  there,  and  how  can  we  now  invest  in  this  ideal  to  per- 
petuate it  for  the  benefit  of  others  just  as  we  have  been 
and  are  being  blessed? 

Agnes  Scott  is  but  the  lengthened  shadow  of  the 
home-church-school  combination.  All  in  one,  in  the  high- 
est sense.  In  some  ways  it's  superior;  the  soundness, 
vitality  and  vivid  realism  of  its  Christian  teachings  set  it 
up  and  apart  as  truly  an  institution  of  higher  yet  nobler 
learning. 

Also,  it  maintains  the  balance  under  pressure  of  "the 
times,"  of  the  proper  set  of  values  and  where  and  how 
they  fit  in,  challenged  though  they  are  from  so  many 
sources  and  in  devious  ways.  It's  a  "bulwark  never  fail- 
ing." While  fostering  book  "larninV'  Agnes  Scott  weaves 
into  its  teaching  program  the  process  of  Christian  think- 
ing, thus  engendering  proper  self-reliance  and  self-de- 
termination in  light  of  the  true  principles  of  life.  This  be- 
comes especially  apparent  in  later  life  when  the  storms 
begin  to  blow  harder  and  harder,  challenging  even  the 
strongest. 

Part  of  the  way  this  is  accomplished  is  surely  due  to 
the  people  who  guide  the  College.  It's  been  my  pleasure 
and  good  fortune  to  meet  almost  all  of  the  administration 
and  faculty  and  know  them  in  some  degree  in  a  personal 
way.  That  I  prefer  that  they  and  their  type  continue  to 
teach  my  children  and  inculcate  in  them  ways  of  life  as 
well  as  learning  is  the  highest  and  most  deserving  compli- 
ment that  a  father  can  bestow.  These  faculty  members — 
bless  'em  all — are  most  worthy  of  this,  for  they  are  dedi- 
cated to  the  proposition  that  each  student  is  an  entity — 
a  God-given  and  God-created  entity  at  that,  and  the  fac- 
ulty thus  responds  and  follows  through  to  this  end,  in- 
spiring them  in  this  and  solidifying  this  in  them. 

Other  parts  of  the  program  at  Agnes  Scott  are  im- 
portant, too.  It  is  a  well-rounded  program,  with  athletics, 
arts,  outside  activities,  social  activities — yes,  and  boys! 
Jo  Allison  said  with  a  wry  smile,  just  this  past  weekend, 
that  she's  majoring  in  extra  curricular  activities  this 
quarter.  Sally  once  remarked  with  a  twinkle  in  her  eye, 
"The  College  lets  us  major  in  boys  once  in  a  while." 

Thus,  on  that  campus  there  is  balance,  variety,  inter- 
ests apart  from  mere  learning,  yet  all  pointing  to  the  one 
cherished  ideal,  "The  complete  development  from  girl  to 


womanhood  couched  in  Christian  concepts,"  as  the  Col- 
lege has  stated. 

Now  how  can  you  and  I  invest  in  continuing  this  ideal, 
and  even  in  improving  on  it  if  that's  possible?  There's 
one  thing  sure:  growth  and  supplying  facilities  and  assur- 
ing top  flight  Christian  faculties  have  got  to  come  about 
to  afford  this  wonderful  privilege  to  more  and  more  girls. 
I  can  answer  the  question  in  one  short  sentence:  By  doing 
like  our  predecessors  have  done — GIVE!  Just  as  we  are 
beneficiaries,  let's  see  that  posterity  will  be  too. 

There  are  several  ways  to  give.  The  usual  ways  that 
come  to  my  mind  are  a  lump  sum  cash  gift  during  life 
or  installment  cash  gifts  during  life. 

But  there  are  other  adequate  and  economical  ways  in 
addition  to  the  usual  ones,  which  perhaps  some  of  us  do 
not  know  about.  I  call  them  "imaginative  giving."  The 
first  of  these  ways  is  through  your  will.  And  there  are 
at  least  two  methods  of  using  your  will  for  imaginative 
giving.  One  is  to  make  an  outright  bequest  to  Agnes  Scott, 
and  the  other  is  to  make  a  final  bequest  naming  Agnes 
Scott  College  as  final  beneficiary  where  there  are  no  other 
living  beneficiaries  to  receive  this  money.  Such  gifts  are 
free  of  estate  taxes.  So,  think  on  your  will,  and  suggest  to 
others  when  you  can  that  they  do  likewise. 

A  second  way  of  imaginative  giving  is  through  life 
insurance.  You  simply  name  the  college  as  beneficiary  of 
your  insurance.  You  own  the  policy  and  have  the  right 
at  any  time  to  change  the  beneficiary.  Or,  you  can  ir- 
revocably assign  a  policy  to  Agnes  Scott  College.  If  you 
choose  the  latter  method,  the  cash  value  of  the  policy  is 
a  deductible  gift  for  income  tax  purposes.  Also,  future 
premiums  are  deductible;  in  effect  you  make  the  equiv- 
alent of  an  annual  gift,  but  it  can  mean  much  more  to  the 
College  in  dollars  and  cents  than  the  premiums  paid. 
Also,  proceeds  are  not  included  in  your  estate  at  death. 

The  third  way  of  imaginative  giving  is  to  make  contri- 
butions of  stocks  or  other  marketable  securities.  This  is 
an  important  way  especially  when  the  value  of  such  se- 
curities is  greater  than  the  purchase  price.  Uncle  Sam,  by 
statutory  regulation,  is  delighted  to  subsidize  this  gift  by 
permitting  you  to  deduct  the  present  higher  value  rather 
than  what  you  paid  for  it. 

The  fourth  way  is  what  is  known  as  private  annuities. 
You  can  give  a  single  substantial  sum  to  Agnes  Scott, 
and  Agnes  Scott  in  turn  will  guarantee  you  an  annuity 
for  life.  The  details  can  be  worked  out  between  the  donor 
and  the  college's  Board  of  Trustees. 

This  has  been  a  quick  review  of  methods  of  giving. 
On  any  of  these,  discuss  them  with  your  attorney  and  the 
College,  if  you  so  desire. 

As  you  contemplate  giving  to  Agnes  Scott,  remember 
that  as  you  were  privileged  and  fortunate  to  enjoy  the 
bounty  of  others  coming  before  you,  just  so  can  you  pro- 
vide and  perpetuate  a  bounty  for  the  many  others  coming 
after  you.  This  is  truly  "an  investment  in  the  ideal." 


ALUMNAE  QUARTERLY  /  WINTER   1961 


11 


THE   STUDIO 


Gouache 


New 

Arts 

Gallery 

presents 

paintings  by  Ferdinand  Warren,  n.J 

A  summer  in  Savannah,  Georgia,  a  college  glee 
club,  a  gallery  studio.  Stone  Mountain — these 
are  some  of  Ferdinand  Warren  s  experiences 
from  which  the  artist  often  paints  in  various 
media.  An  Atlanta  art  gallery  featured  recently 
a  one-man  show  by  the  head  of  Agnes  Scott's 
art  department. 


CANTATA 


PHOTOGRAPHS  BY  DWICHT  ROSS 


The  artist  in  his  fourth  floor  Buttrick  studio 


GULLAH   LULLABY 


Lithograph 


SIX   FIGURES 


Encaustic 


BLUE   GRANITE 


ALUMNAE   QUARTERLY  /   WINTER   1961 


13 


DEATHS 


Institute 


1935 


Isabel  Alexander  Van  der  Veer  (Mrs.  F. 
E.),  Dec.  10,  1960.  Ruth  Candler  Pope 
(Mrs.),  Nov.  5,  1960.  She  was  the  mother 
of  Lucia  Pope  Green  '23  and  the  sister  of 
Claude  Candler  McKinney.  Nelle  Johnston 
Pottle  (Mrs.),  Nov.  29,  1960.  Jean  Rams- 
peck  Harper  (Mrs.  Wm.  Ross),  Nov.  19, 
1960.  Her  stepdaughters  are  Frances  Har- 
per Sala  '22  and  Marian  Harper  Kellogg 
'20.  Maud  M.  Wallace  Young  (Mrs.  Aaron 
T.),  in  1960.  Mary  Zenor  Palmer  (Mrs.), 
Nov.  13,  1960. 


1914 

Robina    Gallacher    Hume's    husband, 
ward  Stockton  Hume,  Sept.  17,  1960. 


Ed- 


1921 

Ben  Grisard,  father  of  the  late  Avery  Gris- 
ard,  May  17,  1960. 

1923 

Dr.  R.  T.  McLaurin,  husband  of  Margaret 
McLean  McLaurin,  Aug.  18,  1960. 

1924 

Robert  L.  MacDougall,  husband  of  Mar- 
garet McDow  MacDougall,  Dec.  6,  1960. 

1925 

1  A.  Fryxell,  son  of  Lucille  Gause 
,  Oct.  5,  1960. 

1927 

Georgia  Mae  Burns  Bristow,  (Mrs.  Julian 
M.)  Nov.,  1960,  after  surgery  for  a  brain 
tumor. 


Mrs.  I.  H.  Hertzka,  mother  of  Katherine 
Hertzka  '35  and  Ruth  Hertzka  '39,  Nov. 
23,  1960. 

1938 

Dr.  R.  Lincoln  Long,  father  of  Martha 
Long  Gosline  and  Caroline  Long  Arm- 
strong '42,  Sept.  8.  1960.  W.  C.  Sutten- 
field,  father  of  Dr.  Virginia  Suttenfield, 
Sept.,   1960. 

1939 

Mrs.  O.  W.  Porter,  mother  of  Julia  Por- 
ter Scurry,  in  May,  1960. 

1940 

S.  W.  Enloe,  father  of  Anne  Enloe,  Feb. 
27,  1960. 

1945 

Dr.  James  B.  Kay,  father  of  Kittie  Kay 
Pelham  and  Lois  Sullivan  Kay,  June,  1960. 

1947 

Graham  Hill  Smith,  son  of  Anne  Jackson 
Smith  and  Jim,  Oct.  17,  1960.  Mary  Brown 
Mahon  Ellis  (Mrs.  W.  B.  Ill),  Sept.  24, 
1960. 

1951 

Henry  Chesley  Hollifield,  father  of  Ann 
Hollifield  Webb  (Mrs.  James  E.),  and 
Betty  Hollifield  Leonard  (Mrs.  Glenn), 
Sept.  15,  1960. 

1955 

Caroline  Cutts  Jones'  mother,  Dec.  1,  1960. 


15 


Dr.  Janet  L.  MacDonald  '28,  head  of  the  histo 
department  and  chairman  of  the  division 
social  sciences  at  Hollins  College,  has  won  a 
other  feather  for  her  academic  cap.  She  is  01 
of  twenty  Americans  awarded  Fulbright  grar 
for  study  and  travel  in  India,  during  the  sui 
mer  of  1961. 


)r.  John  A.  Tumblin  joined  the  faculty  as  a  vis- 
ing associate  professor  in  sociology  and  an- 
hropology.  He  has  taught  at  Duke  and  at 
landolph  Macon  Woman's  College,  and  has 
leen  serving  as  interim  president  of  the  Baptist 
heological  Seminary  of  Northern  Brazil. 


I  Lotsj^ 


•      • 


Exhortations,  Commendations  and  Lamentations 


I  have  just,  literally,  slid  into  the  office  from  my  little 
ouse,  Harrison  Hut.   on   the  back   campus  by  the  Ob- 

rvatory.  Atlanta  and  Decatur  are  covered  with  a  sheet 
f  ice  and  snow,  but,  as  always,  classes  go  on  at  Ao-nes 
cott — though  several  are  probably  being  cut  today  by 
reshmen  from  Florida. 

Since  this  is  my  one  chance  to  "have  at"  all  of  you,  I 

g  your  indulgence  while  I  put  on  my  exhortatory  mood 
>r  a  few  sentences.  All  alumnae  are  hereby  invited  to  the 
rmpus  for  Alumnae  Week  End,  April  22.  Reunion  class 
lembers  will  get  more  information  from  their  reunion 
lairmen.  All  alumnae  will  receive  a  notice,  an  invitation, 
ith  a  listing  of  the  day's  events.  For  the  first  time  this 
;ar.  each  of  you  is  responsible  for  telling  me  know  if 
du  are  coming,  by  the  deadline  date  which  will  be  on 
sur  invitation.  Another  innovation  this  year  will  be  that 
le  Alumnae  Luncheon  will  be  served  as  an  al  fresco 
iffet.  and  we  trust  everybody  will  have  the  opportunitv 
>  see  everybody  there. 

Alumnae  Week  End  is  scheduled  to  coincide  with  the 
hal  days  of  a  Fine  Arts  Festival  which  the  students  are 
fanning  for  a  week  in  April,  and  their  work  merits 
lecial  commendation.  The  first  Festival,  held  in  1958. 
eluded  participants  from  other  colleges  and  universi- 
es,  but  the  1961  festival  will  place  "emphasis  upon 
eative  and  critical  work  by  the  Agnes  Scott  Corn- 
unity."  states  Festival  Chairman  Betty  Bellune  '61. 
'ork  in  drama,  music,  art.  dance,  and  creative  writing 
ill  be  featured  this  year.  On  April  14,  Blackfriars  pre- 
«ts  the  world  premiere  of  a  new  play,  a  comedy.  "Uncle 
am's  Cabin"  by  alumna  Pat  Hale  '55. 

The  alumnae  program  for  Saturday,  April  22,  includes 
i  hour's  informal  discussion  with  President  Alston  on 
e  role  of  the  educated  woman,  the  alumna,  in  today's 
|iciety;  a  panel  discussion  by  faculty  members  on  sev- 
'•al  areas  of  concern  to  them  in  the  College's  life;  the 

fresco  Alumnae  Luncheon :  the  Annual  Meeting  of  the 
lumnae  Association;   and  special   reunion   events. 

UMNAE  QUARTERLY  /  WINTER   1961 


But  long  before  we  plunge  into  this  full  schedule, 
alumnae  will  celebrate  Founder's  Day,  February  22.  in 
various  ways  and  in  various  spots  around  the  globe.  At 
the  College.  President  Alston  has  asked  Dr.  Eleanor 
Hutchens  '40,  president  of  the  Alumnae  Association,  to 
make  an  address  at  a  convocation  that  morning.  To  this 
will  be  invited  alumnae  who  are  members  of  the  five 
alumnae  clubs  in  the  Atlanta  area:  after  Convocation, 
they  will  attend  the  class  of  their  choice  and  then  meet 
for  lunch  in  Evans  Dining  Hall. 

To  wrench  you  from  what  is  to  be.  let  me  give  °reat 
words  of  praise,  and  thanks,  to  alumnae  who  have,  are, 
and  will  perform  so  well  as  leaders  in  the  college's  75th 
Anniversary  Campaign.  (See  the  chart  on  the  back  cover.  I 
Mr.  William  C.  French,  Campaign  Director,  who  has 
guided  many  other  college  fund  raising  efforts,  reports 
that  the  job  Agnes  Scott  alumnae  are  doing  is  "almost 
unbelievable."  He  also  makes  a  progress  report,  as  we 
go  to  press,  of  the  total  amount  of  $2,355,862  raised  from 
the  17  area  campaigns  so  far  conducted  plus  advance 
gifts  from  other  areas,  individuals,  businesses,  and  foun- 
dations. So,  we  are  beyond  the  half-way  mark  on  our 
goal  of  $4,500,000! 

And  now  I  must  jump  to  a  lament,  and  an  apology, 
for  several  typographical  errors  in  Madge  York  Wesley 
"33's  article  in  the  fall  issue  of  the  Quarterlv.  Printer  and 
proofreaders  were  guilty  of  a  dire  lack  of  communica- 
tion! There  was  also  a  "typo"  on  a  picture  caption  which 
still  rankles  my  editorial  soul. 

A  different  sort  of  lament,  and  a  different  sort  of  com- 
mendation, was  the  letter  signed  by  90%  of  Agnes  Scott's 
faculty  and  sent  to  the  faculty  of  the  University  of  Geor- 
gia upon  the  occasion  of  the  recent  riot  on  the  Athens 
campus.  It  states  in  part:  "We  .  .  .  take  this  occasion  to 
associate  ourselves  in  sympathy  and  comradeship  with 
the  faculty  of  the  University  of  Georgia."  President  Alston 
wired  President  0.  C.  Aderhold  that  the  letter  was  in  the 
mail  and  said:  "I  heartily  concur  in  what  our  facultv  has 
done.  ' 

92555 


Agnes  Scott  College 
Seventy-fifth  Anniversary  Development  Program 

Performance  Report 
Area  Campaigns 


Percent 

of  Prospects 

Solicited 


100% 

99 

: 

96 
95 

I 

1 

1 

1 

r  m 

i  l 

Tj 

94 1  1 

l 

93  1 

n    \ 

A. 

92  1 

1 

i     w 

L 

in      f 

■ 

90  1 

L 

85 
75 
70 

1 

■ 

I 

J 

J 

r 

J 

3 

a 

E 

ii> 

c 

— 

u 

> 

c 

<J 

a> 

HI 

l/> 

-»- 

< 

< 

< 

3 
CD 
3 
< 


0 

cn 
o 
o 

c 
o 


a; 
E 

o 

OS 
i 

c 
o 


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o 

3 
Q 


O  -i  — 


(J  <J 


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u 


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Q 


a> 

a 


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a) 
a> 

O 


c 
o 

u 
O 

2 


s 


Q. 

E 


> 

0) 

0) 

0 

0 

Z. 

Of 

Amount 
Subscribed 


$110,000 

50,000 

30,000 

25,000 

20,000 

15,000 

1 0,000 

9,000 

8,000 

7,000 

6,000 


o 
-a        <? 

-c  c 


5,000 


4,000 


3,000 


Key: 

■  Amount  Subscribed 
—  Percent  of  Prospects  Solicited 


'Active  and  Incomplete 


SPRING     1961 


nes 


A  Special  Feature: 


THE  COLLEGE 
STUDENT 


ALUMNAE     QUARTERLY 


1 


THE 


eott 


SPRING    1961  Vol.  39,  No. 

ALUMNAE    QUARTERL 


Ann  Worthy  Johnson,  Editor 
Dorothy  Weakley,  Assistant  Editor 


CONTENTS 

4     An  Affirmation  of  the  Worth  of  Every  Human  Being 
by  Joen  Fagan  '54 

7  Agnes  Scott  Alumnae  European  Tour 

8  Principle  versus  Expediency 

lay  Eleanor  Hutchens  '40 

11  Worthy  Notes 

12  The  Agnes  Scott  Student 

13  The  College  Student:  A  Special  Feature 

29  Fine  Arts  Festival 

30  Class  News 

Eloise  Hardeman  Ketchin 


FRONT   COVER: 


Nancy  Bond  '62  is  doing  what  lies  eternally  at  the  heart  of  an  Agnes  ScJ 
education — reading  in  the  McCain  Library  stacks.  This  issue  of  the  Quartet] 
features  a  special  supplement  (see  p.  13)  on  the  American  college  studen 
prepared  by  the  combined  efforts  of  several  alumni  magazine  editors. 

(Photograph  by  Gabriel  Benzul 


The  Agnes  Scott  Alumnae  Quarterly  is  published  jour  times  a  year  (November, 
February,  April  and  July)  by  the  Alumnae  Association  of  Agnes  Scott  College 
at  Decatur,  Georgia.  Yearly  subscription,  $2.00.  Single  copy  50  cents.  Entered 
as  second-class  matter  at  the  Post  Office  of  Decatur,  Georgia,  under  Act  of 
August  24,  1912.  MEMBER  OF  AMERICAN  ALUMNI   COUNCIL 


The  Student 


SPRING  1961 


moves  outside,  individually  and 

in  classes,  to  study,  answering  the  call 

of  dogwood,  crab  apple,  new-mown  grass, 

and  the  promise  of  magnolias. 

The  academic  year  moves  to 

the  climax  of  Commencement. 


Rejection  of  another  person  on  the  bo 
of  external  characteristics 
seriously  injures  both  people 


An  Affirmation 


of  the  Worth  < 


Joen  Fagan  is  a  Phi  Beta  Kappa  graduate  of  Agnes  Scott,  class  of  1954, 
daughter  of  Elizabeth  Pruden  Fagan  '19.  She  was  awarded  the  Quenelle 
Harrold  Fellowship  for  graduate  study  and  earned  her  M.A.  and  Ph.D. 
degrees  in  psychology  at  Penn  State  University.  She  has  been  a  clinical 
psychologist  on  the  staff  of  the  Veterans  Administration  Hospital  in 
Atlanta,  and  she  is  now  on  the  staff  of  Atlanta's  Child  Guidance  Clinic, 
is  in  private  practice,  and  is  teaching  at  the  college  level. 


JL  have  asked  for  space  to  reply  to 
Mrs.  Wesley's  article  entitled  "The 
Freedom  of  Association"  in  the  Fall. 
1960  issue  of  the  Agnes  Scott  Alum- 
nae Quarterly,  because  the  ideas  ex- 
pressed in  it  concerned  me  in  three 
respects:  as  a  teacher,  as  a  psy- 
chologist, and  as  a  human  being.  ] 
am  responding  both  to  specific  state- 
ments in  the  article  and  to  genera, 
ideas  that  are  found  in  many  differ 
ent  contexts. 

As  a  teacher,  I  feel  that  one  of  m) 
main  functions  is  to  help  people 
learn  to  think,  and  I  am  concernec 
when  I  see  evidence  of  the  misuse  o: 
intelligence.  I  am  not  bothered  b) 
differences  of  opinion,  and  try  to  en 
courage  individual  expression  an< 
ideas,  as  long  as  these  are  not  grossly 
removed  from  factual  knowledge  an< 
evidence,  and  do  not  violate  valic 
ways  of  arriving  at  logical  conclul 
sions.  There  is  something  very  grati 
fying  in  the  knowledge  that  peopli 
think  and  act  differently.  Uniquenes: 
implies  that  any  human  being  is  ir 
replaceable  and  affirms  the  worth  o 
everv  man.  Democracy  assumes  tha 
people  will  think  differently :  authori 
tarian  forms  of  government  try  to  in 
sure  that  everyone  thinks  alike.  Wha 
I  am  trying  to  say  is  that  I  do  no 
find  it  necessarv  to  demand  tha 
everyone  think  like  I  do.  but  I  di 
feel  that  I  can  demand  that  they  think 

I  have  vet  to  see  a  statement  de 


THE  AGNES  SCOT 


)EN  FAGAN  '54 


/ery  Human  Being 


fending  segregation  or  discrimination 
on  racial  or  religious  grounds  that  is 
solidly  based  upon  factual  statements 
or  logical  thinking.  In  Mrs.  Wes- 
ley's article  there  are  a  number  of 
contradictions  and  fallacies.  For  ex- 
ample, the  "integrationalists"  are 
variously  described  as  "self-styled  in- 
telligentsia," "cloistered  cloud-dwell- 
;rs,"  who  show  "impractical,  self-as- 
sured omniscience.'"  and  who  are 
"hankering  after  ....  Pulitzer  Prizes 
.  .  .  ."  This  is  the  old  fallacy  of  ad 
hominem.  paraphrased  as  —  if  you 
ion't  think  you  can  shake  the  argu- 
ment, attack  the  person  who  ad- 
vances it. 

Fallacies  of  Generalizations 

There  appears  to  be  a  direct  con- 
tradiction between  statements  in  suc- 
ceeding paragraphs.  "The  natural  de- 
sire of  most  people  everywhere  .  .  . 
is  to  associate  with  their  own  kind 
of  people,  their  kind  culturally,  fi- 
nancially, even  racially.  .  .  .  This 
natural  selection  by  which  people 
choose  their  associates  is  so  basic  it 
might  almost  be  called  instinctive." 
Then  in  the  next  paragraph,  we  are 
told,  "...  anyone  with  one  ounce 
of  common  sense,  in  fact,  knows 
you've  got  to  be  taught  practically 
everything."  In  addition  to  the  obvi- 
ous contradiction  here,  there  are 
good  examples  of  the  fallacies  of 
overgeneralization.    and    of   the    self- 


evident  truth — if  I  say,  "Everybody 
knows  ...'".  then  no  other  proof  is 
necessary.  There  is  also  the  ques- 
tion of  how  this  natural  desire  to 
associate  with  one's  own  kind  cul- 
turally jibes  with  Mrs.  Wesley's  tour 
of  Europe,  and  with  one's  own  kind 
racially  fits  with  the  Agnes  Scott 
welcome  of  Mongoloid  students  and 
faculty  as  well  as  Caucasoid. 

Freedom  of  Association? 

A  much  less  obvious  but  wide- 
spread example  of  poor  thinking  is 
the  uncritical  acceptance  of  the 
phrase  "freedom  of  association." 
This  has  a  nice  sound,  since  we  all 
believe  in  freedom,  and  so  we  tend 
to  accept  it  uncritically.  But  what 
does  it  mean?  Do  we  really  have,  or 
want,  freedom  of  association?  Even 
for  those  people  closest  to  us,  the 
amount  of  choice  we  have  is  limited. 
We  did  not  "pick"  our  relatives,  and 
there  are  probably  some  "friends  of 
the  family"  that  we  have  inherited 
with  some  reluctance.  When  we  go 
to  the  level  of  acquaintance  or  group 
membership  or  proximity  we  have 
very  little  choice.  No  one  has  full 
choice  of  all  those  with  whom  they 
or  their  children  go  to  school,  the 
people  at  the  next  table  in  a  restau- 
rant, or  the  members  of  the  church 
circle.  All  of  us  has  said  something 
akin  to.  "I  wish  he  didn't  work 
here."  or  "I  wish  she  didn't  belong 


to  my  bridge  club."  What  we  are 
saying  is  not,  "I  am  free  to  choose 
my  associates,"  but  rather.  "There 
are  many  people  I  have  some  kinds 
of  dealings  with  that  I  do  not  know 
much  about,  but  whose  right  to  be 
here  I  respect  as  long  as  they  do  not 
bother  me  too  much."  If  they  do 
bother  me,  and  I  cannot  challenge 
their  right  to  be  there.  I  have  the 
choice  of  putting  up  with  them  or 
getting  out  myself.  We  can  also 
work  with,  go  to  church  with,  etc., 
main  people  that  we  would  not  want 
to  choose  for  close  friends.  (I  am 
reminded  of  a  statement  attributed  to 
a  Negro  girl  who  said  she  wished 
that  she  did  not  have  to  marry  the 
restaurant  owner  or  the  student  in 
the  next  seat  just  because  she  wanted 
lunch  or  an  education.) 

Criteria  for  Membership 

What  about  this  phrase,  "right  to 
be  there"  that  was  left  dangling  in 
the  last  paragraph?  This  leads  to  a 
consideration  of  criteria  for  group 
membership.  For  example,  what  are 
some  of  the  rational  bases  for  admit- 
ting a  child  to  a  particular  public 
school?  Some  of  the  qualifications 
that  come  to  mind  immediately  are 
proximity  of  residence,  certain  levels 
of  intelligence  and  emotional  stabil- 
ity,    freedom     from     communicable 

(Continued  on  next  page) 


ALUMNAE  QUARTERLY  /   SPRING   1961 


An  Affirmation 

(Continued  from  page  5) 

disease,  lack  of  gross  physical  or 
sensory  handicaps.  While  there  are 
probably  some  others  that  could  be 
added,  they  would  have  to  meet  the 
test  of  rationally  pertaining  to  the 
child's  ability  to  conform  to  the  pur- 
pose of  the  public  schools.  Not  on  this 
list  are  such  characteristics  as  whether 
or  not  the  child  has  freckles,  is  left 
handed,  has  athletic  ability,  how  he 
spells  his  name,  or  what  color  his 
skin  is.  I  am  not  denying  that  the 
latter  characteristic  causes  strong 
emotional  reactions  which  may  inter- 
fere with  the  functioning  of  other 
children  in  school,  disrupt  the  school, 
and  therefore  the  child  himself.  What 
I  am  saying  is  that  denial  of  admis- 
sion on  such  bases  and  the  reaction 
to  a  child  otherwise  qualified  is  ir- 
rational. Nor  do  I  wish  to  imply  that 
other  groups  may  not  logically  find 
characteristics  that  are  extraneous  as 
far  as  schools  are  concerned  to  be 
important  for  their  different  pur- 
poses. Athletic  ability  becomes  an 
important  requirement  for  football 
team  membership.  In  any  event,  such 
criteria  are  relative  to  the  purpose 
of  any  group. 

Viewpoint  of  a  Therapist 

My  second  area  of  concern  is  from 
the  standpoint  of  a  psychologist  and 
therapist.  What  is  the  effect  of  re- 
jection because  of  external  character- 
istics beyond  the  control  of  the  in- 
dividual, both  on  the  person  who  is 
rejected  and  the  person  who  is  re- 
jecting? This  is  not  merely  a  prob- 
lem of  race  or  religion — all  of  us 
have  experienced  rejection  any  num- 
ber of  times  because  of  some  external 
characteristic  or  group  membership. 
When  we  reject  someone  on  some 
"obvious"  basis,  without  any  knowl- 
edge of  him  as  an  individual,  then 
we  save  ourselves  a  lot  of  thinking, 
exploration,  pain,  joy,  discovery,  and 
anxiety.  We  can  stay  secure  in  the 
status  quo  without  having  to  grow 
or  change.  What  kind  of  a  society 
might  we  have  when  we  carry  this 
rej  ection-or-acceptance-on-sight  idea 
to  its  ridiculous  extreme?  Let  us 
mark  all  attitudes,  values,  and  be- 
liefs, clearly  on  a  person's  exterior. 


Let  Democrats  have  red  noses,  and 
Presbyterians,  green  hair.  Let  a  gold 
earring  on  the  left  ear  mean  a  pref- 
erence for  modern  art,  and  a  short 
thumbnail  indicate  an  income  of 
$10,000.  Then  we  would  be  able  to 
determine  on  sight  whether  we 
wished  to  associate  with  someone, 
or  if  we  should  avoid  him  because 
an  argument  on  foreign  policy  would 
be  forthcoming.  Each  person  would 
then  have  the  choice  of  staying  in  a 
corner  by  himself  because  of  obvious 
incompatabilities,  or  possibly  finding 
someone  exactly  like  himself  and 
being  bored  to  death. 

As  a  therapist,  I  have  seen  what 
the  effects  of  hatred  and  fear  are 
upon  the  human  personality,  and  I 
have  trouble  condoning  these  under 
any  guise.  I  have  also  found  con- 
sistently that  people  are  mor,e  alike 
than  they  are  different.  Jersild  says 
this  much  better  than  I  can: 

Those  who  are  prejudiced  against 
each  other  tend  to  lose  sight  of  the 
fact  that  people  in  the  rejected  group 
are  also  human  beings  with  the  same 
sensitiveness,  the  same  fears  and  griev- 
ances, the  same  desire  to  be  accepted, 
the  same  bitter  revulsion  against  being 
rejected  as  they  themselves  possess. 
As  a  result  of  his  prejudice  against 
another,  a  person  tends,  in  effect,  to 
dehumanize  this  other  person,  and  this 
means  that  by  the  same  process  and 
to  the  same  extent  he  dehumanizes 
himself.  The  deeper  a  prejudice  is, 
the  less  room  there  is  left  for  compas- 
sion. When  a  person  is  prejudiced  it 
means  that  he  is  to  a  degree  repudi- 
ating the  humanity  he  has  in  common 
with  others.  This  is  all  the  more  true 
by  reason  of  the  fact  that  prejudice 
often  hinges  upon  what  we  have  called 
the  externals  of  personality:  skin 
color,  family  history,  and  the  like.  On 
the  other  hand,  the  more  a  person 
realizes  his  own  selfhood  and  draws 
freely  upon  his  own  resources  for  feel- 
ing, the  less  likely  he  is  to  emphasize 
these  externals.  The  more  he  looks  in- 
ward, the  more  he  finds  in  common 
with  others,  for  he  will  realize  that 
fear  in  a  black  person  is  just  as  fright- 
ening as  fear  in  a  white  person,  shame 
in  a  Jew  is  just  as  painful  and  debas- 
ing as  shame  in  a  Gentile,  grief  and 
loneliness  are  just  as  hard  to  bear  in 
the  rich  as  in  the  poor,  pain  is  just 
as  agonizing  in  a  Protestant  as  in  a 
Catholic.1 


! 


xJersild,  Arthur  T.,  Child  Psychology, 
Fourth  Edition.  Prentice-Hall,  1954.  pp. 
295-296. 


As  a  human  being,  I  am  con 
cerned  for  myself,  my  community 
and  ultimately,  mankind.  I  know  tha 
hate,  once  raised,  does  not  work  it 
self  out  in  orderly  or  rational  ways 
Violence,  riots,  physical  attack,  wars 
all  have  their  start  in  just  "talking.' 
"Talking  against"  can  easily  grov 
into  such  violence,  especially  sup 
ported  by  the  kind  of  "rational' 
thinking  that  depends  upon  fallacies 
Consider  New  Orleans,  where  hat< 
spread  in  an  uncontrolled  way  int< 
verbal  and  physical  attacks  upon  j 
minister,  a  priest,  six-year  olds,  dogs 
public  property,  and  churches. 

Fear  of  Injustice 

I  am  also  concerned  over  the  pro 
tection  of  my  own  rights.  As  long  a 
denial  of  legal  rights  is  possible  oi 
irrational  grounds,  then  no  one  i 
safe,  including  myself.  Today  darl 
skin  may  be  grounds  for  denyin; 
educational  or  job  opportunities;  tc 
morrow  it  is  possible  that  havin. 
blue  eyes,  belonging  to  the  Methodis 
church,  or  being  a  psychologist  ma 
be  grounds  for  discrimination  or  dis 
missal.  Does  this  sound  ridiculous 
More  Christians  than  Jews  died  i 
Nazi  concentration  camps.  Mor 
white  students  than  Negro  were  dt 
nied  admission  to  state  supporte 
colleges  in  Georgia  because  of  th 
age  limit  bill.  As  long  as  people  ar 
willing  to  affirm  their  own  righl 
under  the  law,  they  are  not  denyin 
my  rights;  rather  they  are  increa: 
ing  the  probability  that  my  own  fret 
dom  is  being  safeguarded.  As  Ion 
as  injustice  exists  for  any  person  i 
my  society,  then  I  cannot  escape  tli 
fear  that  this  can  also  happen  to  mi| 

Freedom  to  Communicate 

I  would  hope  that  this  article,  i 
the  final  analysis,  is  not  simply  a 
intellectual  rebuttal  nor  an  unequivi 
cal   plea    for    integration.    Rather, 
would  decry  everything,  be  it  cond 
tions  imposed  upon  the  individual  (! 
conditions  that  he  feels  compelled  I 
impose,  that  restricts  his  openness  II 
experience,  limits  his  willingness  ar 
ability  to  participate  in  life  as  ful 
as  possible,  obstructs  his  freedom  l| 
communicate     with      other      huma 
beings,  or  prevents  his  growth. 

THE  AGNES  SCO 


Europe  with  the 

Agnes  Scott  Alumnae  Tour 

Oct.  6-22,  1961 


Tremendous 
Savings 

The  entire  trip  including  plane  fare, 
First  Class  Hotels  with  private  baths. 
2  meals  a  day,  sightseeing,  tips,  etc. 
will  cost  only  $770.00  per  person. 
This  means  that  a  couple  will  save  at 
least  $300.00  by  going  with  the  Agnes 
Scott  Alumnae  Tour. 


Visiting  England,  Holland,  Germany, 
Austria,  Switzerland,  Italy  and  France 

Yes,  a  tour  of  Europe  especially  for  Agnes  Scott  Alumnae  and  their  families 
offered  in  cooperation  with  Holiday  Travel,  Inc.  You  will  leave  New  York 
on  October  6th  by  overnight  plane  for  London  and  return  to  New  York  on 
October  22nd  by  plane  from  Paris. 


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Name 

Add  ress — 

City 


Principle  Versus 
Expediency 


BY  ELEANOR  HUTCHENS  '40 

Here  is  the  Founder's  Day, 
1961,  Convocation  Address 


o. 


F  all  the  annual  observances  of  any  institu- 
tion, Founder's  Day  can  be  the  most  important.  Its 
nature  calls  for  a  review  of  the  original  aims  and 
fundamental  principles  of  the  institution,  with  an 
assessment  of  the  extent  to  which  they  still  animate 
it  and  will  continue  to  distinguish  it  in  the  future. 
Founder's  Day  is  a  time  to  ask  ourselves  whether 
we  are  keeping  faith — or  whether  we  are  turning 
our  inheritance  to  purposes  it  was  not  meant  to  serve 
and  forgetting  the  principles  that  constitute  its  real 
identity.  There  are  always  pressures  against  keep- 
ing faith.  The  present  always  seems  so  different 
from  the  past,  the  future  so  much  more  perilous 
than  the  present,  that  we  are  never  without  voices  to 
warn  us  that  the  old  values  will  no  longer  do  and 
that  we  had  better  get  new  ones  to  fit  the  unique  age 
in  which  we  live  and  the  even  more  astonishing  one 
into  which  we  are  moving.  Founder's  Day  is  the 
time  to  look  back  over  our  history — which  in  the 
case  of  Agnes  Scott  covers  very  remarkable  times 
indeed — and  to  note  how  well  our  principles  and 
aims  have  weathered  change  and  emergency.  Al- 
though there  have  been  periods  when  to  cling  to 
them  seemed  suicidal,  the  College  has  always  man- 
aged to  keep  firmly  in  view  the.  fact  that  the  real 
suicide  would  be  to  give  them  up,  because  they  are 
the  College;  and  in  the  end  they  have  always  proved 
superior  to  whatever  improvised  remedy  has  been 
proposed  to  meet  die  needs  of  the  hour.  It  is  well  to 
remind  ourselves  of  these  things  on  Founder's  Day. 


Dr.  Hutchens,  President  of  the  Agne] 
Scott  Alumnae  Association. 


This  morning,  however,  I  should  like  to  talk  nol 
about  Agnes  Scott's  principles  but  about  principlejl 
in  general  and  their  standing  in  popular  though! 
today.  It  seems  to  me  that  there  is  today  not  only  th<  j 
simple  ignoring  of  principle  that  is  observable  ill 
any  age;  there  appears  to  be  active  and  conscioul 
opposition  to  it,  not  merely  by  the  schools  of  thinkeril 
who  doubt  its  validity  and  usefulness  but  by  thil 
ordinary  man  going  about  his  business. 

Not  long  ago  I  attended  a  meeting  at  which  tin! 
owners  of  commercial  real  estate  in  my  home  towra 
confronted  a  group  of  storekeepers  who  were  trying! 
to  secure  passage  of  a  law  permitting  the  city  tfl 
condemn  any  downtown  property  it  chose,  take  ifl 
from  its  owner  at  a  price  not  set  by  him,  tear  dowi  ] 
any  buildings  it  might  include,  and  use  it  for  park)  J 
ing  space.  The  property  owners  of  course  werB 
motivated  by  a  desire  to  save  their  property,  just  all 
the  storekeepers  were  motivated  by  a  desire  to  tunl 
it  to  their  own  uses;  but  the  property  owners  did 
come  to  the  meeting  prepared  to  argue  their  casB 
on  principle.  They  were  ready  to  point  out  thalB 
whereas  in  cases  of  highway  routes  and  slum  cleaiB 
ance  the  power  of  condemnation  operates  impaiH 
tially  against  those  whose  property  is  in  the  wa)H 
in  this  case  the  victims  could  be  singled  out,  foil 
political  or  other  reasons,  and  deprived  of  theitj 
property  in  an  exercise  of  arbitrary  and  discriminaji 
tory  power.  Therefore,  their  argument  ran,  the  law 
would  be  a  bad  one  not  only  in  its  possible  immj 


3 


THE  AGNES   SCOTi 


liate  effects  but  on  the  principle  that  one's  property 
mght  not  to  be  rendered  subject  to  seizure  indi- 
idually,  by  the  arbitrary  choice  of  others.  This  was 
yhat  they  came  to  say;  but  they  did  not  have  a 
hance  to  say  it.  The  leader  of  the  storekeepers 
lemanded  of  them,  at  the  opening  of  the  meeting, 
:Can  you  give  a  single  reason  this  law  shouldn't  be 
•assed,  outside  of  ideology?"  The  tone  in  which  he 
aid  "ideology"  made  it  clear  that  no  abstractions, 
10  matters  of  principle,  would  be  counted  admis- 
ible.  The  property  owners  shifted  quickly  to  prag- 
aatic  grounds  and  won,  but  the  idea  that  justice 
hould  prevail  in  such  affairs  was  never  voiced  and 
n  fact  was  tacitly  denied. 

We  have  seen  the  same  denial,  on  a  very  much 
arger  scale,  in  the  opposition  to  the  attempts  of  the 
Jnited  States  over  the  last  few  years  to  rally  the 
ree  world  to  a  common  policy  based  on  moral 
»rinciples.  Our  allies  have  shown  more  irritation 
nth  us  for  trying  to  act  on  principle  than  for  any- 
hing  else  we  have  done.  Europeans  in  particular 
irge  us  to  grow  up,  to  cast  off  our  youthful  idealism 
ind  adopt  the  opportunistic  methods  which  have 
nade  Europe  a  battleground  during  most  of  its  his- 
ory.  And  there  are  those  in  America  who  echo 
hem.  On  this  country's  Founder's  Day,  the  Fourth 
)f  July,  it  would  be  well  for  us  to  recall  that  our 
dentify  from  the  first  has  resided  in  the  principles 
enunciated  at  our  birth,  and  that  an  America  which 
ibandons  those  principles  will  be  America  no  longer. 

We  see  in  our  domestic  affairs  a  daily  disregard 
)f  principle  which  sometimes  turns  into  hostility 
oward  it.  In  the  bitter  emotionalism  of  the  segrega- 
ion  fight,  both  sides  have  shown  themselves  ready 
o  violate  the  principles  of  unbiased  news  reporting, 
he  rights  of  private  property,  and  a  good  many 
j)ther  elements  of  American  justice  in  order  to  gain 
heir  ends.  At  election  time  we  are  assured  more 
'tnd  more  often  that  the  independent  voter,  the  citi- 
pen  who  votes  by  principle  radier  than  by  party,  is 
"useless;"  he  ought  to  join  a  party  and  work  for  it. 
|)ne  asks  what  campaigns  would  be  like  if  all  voters 
Vere  already  committed.  Parties  would  have  no 
incentive  to  offer  programs  for  the  approval  of  the 
'mpartial  mind,  and  their  competition  would  be- 
ome  entirely   a  matter  of  hauling  voters   to   the 

LUMNAE  QUARTERLY  /  SPRING   1961 


polls.  One  further  asks  what  America  would  become 
if  its  candidates  for  leadership  did  not  have  to 
appeal  to  considerations  more  basic  than  party 
loyalty.  It  is  true  that  the  uncommitted  voter  may 
eventually  make  his  decision  on  self-interested  or 
pragmatic  grounds;  independent  voting  and  prin- 
cipled voting  are  not  necessarily  the  same.  My  point 
is,  however,  that  those  who  call  the  independent 
voter  useless  are  betraying  a  resentment  of  the  kind 
of  person  who  acts  on  principle:  loyalty  to  a  party 
right  or  wrong  is  a  direct  denial  of  principle,  and  a 
thoughtful  refusal  to  commit  oneself  to  a  party  is 
veiy  likely  to  be  based  on  principle. 

It  seems  to  me  diat  I  notice  in  the  classroom  an 
increasing  dislike  for  the  abstract.  The  men  and 
women  in  my  classes  are  nearly  all  past  the  usual 
college  age;  their  average  age  is  28,  and  their 
experience  and  responsibilities  make  them  rather 
serious  about  their  academic  work.  The  strange 
thing  to  me  is  that  so  many  of  them  regard  any  dis- 
cussion of  die  abstract  as  frivolous  or  worse.  This 
quarter,  teaching  the  course  which  at  Agnes  Scott 
would  be  English  211,  I  encountered  a  strong 
resistance  to  the  Romantic  poets  because  of  their 
Platonism.  The  first  sign  came  one  night  as  I  fin- 
ished a  lecture  on  Wordsworth's  Immortality  Ode. 
I  had  tried  to  explain  the  concept  of  the  ideal  world 
of  which  the  material  world  is  only  a  poor  imita- 
tion, and  I  had  descanted  with  much  enthusiasm  on 
Wordsworth's  success  in  adapting  an  aspect  of  this 
idea  to  the  question  of  his  personal  change  of  feel- 
ing about  natural  beauty.  As  I  made  an  end,  a  man 
at  the  back  of  the  room  held  up  his  hand.  ( I  have 
noticed  that  materialists  often  sit  at  the  back  of  the 
room. ) 

"You  told  us  some  people  thought  Blake  was 
crazy,"  he  said.  "Now,  this  guy  was  really  crazy." 

Since  our  time  was  up,  I  said  that  we  would  post- 
pone the  sanity  hearing  on  Wordsworth  to  the  next 
meeting.  I  went  home  wondering  what  the  man  at 
the  back  of  the  room  would  say  when  we  got  to 
Shelley. 

He  made  no  comment  when  I  gave  my  summing- 
up  on  Wordsworth,  and  he  bided  his  time  through 
Coleridge  and  Byron.  On  the  night  we  were  to  begin 

(Continued  on  next  page) 


Principle  Versus  Expediency 
(Continued  from  page  9) 

Shelley,  I  took  Plato's  Republic  to  class  and  read 
from  the  seventh  hook  the  wonderful  part  ahout  the 
cave:  how  if  men  were  chained  so  that  they  could 
see  only  shadows  they  would  take  the  shadows  for 
reality  and  would  resent  and  deride  any  of  their 
number  who  had  gone  out  of  the  cave  and  looked 
upon  reality  and  returned  to  tell  them  that  their 
reality  was  only  shadows.  Having  done  this  very 
slowly  and  impressively,  I  proceeded  to  Shelley's 
Hymn  to  Intellectual  Beauty,  which  the  class  had 
read  as  part  of  its  assignment,  and  tried  to  do  it  full 
justice.  At  the  end,  the  man  in  the  back  of  the  room 
raised  his  hand. 

"Another  nut,"  he  said. 

Well,  Shelley  was  something  of  a  nut,  but  I  was 
determined  that  he  should  not  be  convicted  of  being 
one  because  he  believed  in  ideal  truth  and  beauty. 
Calling  to  mind  the  involvement  of  many  of  my 
students  in  the  scientific  and  technological  work  of 
the  guided  missile  and  space  flight  centers  in  Hunts- 
ville,  I  shifted  my  ground  and  said  that  the  idea  of 
an  immaterial  world  corresponding  more  or  less  to 
the  world  we  know  was  not  confined  to  philosophy 
and  poetry.  I  cited  the  modem  theory  of  anti-matter, 
in  physics:  the  idea  that  our  galaxy  of  matter  may 
be  exactly  matched  by  one  of  anti-matter — its  re- 
verse or  mirror-image — and  that  if  the  two  ever 
met  they  would  cancel  each  other  out  and  annihila- 
tion would  result.  I  said  that  as  far  as  I  knew  the 
idea  of  anti-matter  was  pure  speculation,  and  that 
it  presented  an  interesting  parallel  in  science  to  the 
philosophical  concept  of  the  ideal.  The  man  in  the 
back  of  the  room  raised  his  hand. 

"You  mean  poets  aren't  the  only  crazy  ones,"  he 
said. 

I  was  glad  to  escape  into  the  Victorian  period  the 
following  week. 

The  refusal  to  consider  the  existence  of  an  abso- 
lute is  closely  linked,  it  seems  to  me,  with  the  rejec- 
tion of  principle  as  a  guide  in  human  conduct.  The 
validity  of  principle  cannot  be  proved.  Even  to  point 
out  that  adherence  to  principle  has  worked  well  in 
the  past — to  say,  for  instance,  that  honesty  is  the 
best  policy — is  to  turn  aside  into  pragmatism.  The 


10 


value  of  principle  cannot,  perhaps,  even  be  stated 
"Thy  light  alone,"  says  Shelley  of  absolute  beauty 
"Thy  light  alone  .  .  .  Gives  grace  and  truth  to  life' 
unquiet  dream."  Perhaps  the  best  way  to  defem 
principle  is  to  say  diat  it  gives  meaning  to  life. 

A  straight  line  rarely  occurs  in  nature.  But  with 
out  the  straight  line — the  peqDendicular,  the  rigr.l 
angle,  rectitude  in  the  concrete  sense — man  coul 
have  done  very  little  in  mastering  his  physics 
environment.  Material  civilization  to  a  great  exter 
is  founded  on  the  concept  of  the  straight  line-4 
unnatural  though  it  is. 

Principle  is  seldom  if  ever  natural  in  huma 
affairs.  But  principle  is  one  of  the  chief  means,  J 
not  the  chief,  by  which  man  has  mastered  his  pel 
sonal  and  social  life  to  the  extent  that  he  has.  Ill 
Tightness,  rectitude,  straightness  are  the  foundation 
of  civilized  society — unnatural  though  they  are. 

"We  can  have  no  dependence,"  says  Dr.  Johnsol 
"upon  that  instinctive,  that  constitutional  goodnel 
which  is  not  founded  upon  principle."  FoundeJ 
Day,  as  I  have  tried  to  suggest,  is  a  time  to  thiij 
about  being  worthy  of  dependence.  Burke  calls 
human  institution  "a  permanent  body  composed 
transitory  parts."  As  members  of  Agnes  Scott, 
Americans,  even  as  members  of  the  human  race,  ^ 
are  such  transitory  parts.   Our  identity,  our  ul 
mate  success  and  worth  will  depend  not  on  whetb 
we  get  what  we  want  or  even  on  whether  we  me 
well.  They  will  depend  on  whether  we  prove  01 
selves  worthy  of  our  inheritance  by  referring  o| 
decisions  to  principle  and  acting  in  accordance  wjb 
it,  applying  it  to  all  the  new  problems  that  aril 
however  alarming  they  may  be. 

Someone  has  said  that  if  we  simply  counter  eal 
move  of  Soviet  Russia  with  a  similar  move,  we  sh 
become  a  mirror-image  of  the  enemy.  Is  this  ^ 
true  of  all  evil,  if  we  try  to  meet  it  with  acts 
expediency?  When  we  respond  to  the  need  of 
moment  on  its  own  terms,  we  allow  it  to  shape 
and  a  series  of  such  responses  leaves  us  with 
shape  of  our  own  at  all.  On  Founder's  Day,  let 
think  of  the  principles  which  give  us  our  identi 
both  individual  and  corporate;  and  let  us  tak< 
firmer  grasp  of  them  as  we  go  forward   into 
unknown. 

THE  AGNES  SC 


\  Lcrts^  .  .  . 


Atlanta  Alumnae  Are  Now  Quarterbacking  the  Campaign 


Agnes  Scott's  Seventy-Fifth  Anniversary  Development 
Campaign  rolls  merrily,  merrily  along.  We  have  passed 
he  half-way  mark  in  both  funds  pledged  and  areas  so- 
icited.  Since  the  Christmas  holidays,  areas  in  which 
solicitation  has  been  or  is  being  conducted  include  Knox- 
dlle  (Peggy  McMillan  Moore  '55,  Chairman):  College 
Park,  Ga.  (Mary  Helen  Phillips  Hearn  '49,  Chairman  I  : 
Savannah,  Ga.  ( Geraldine  LeMay  '29,  Chairman  I  :  New 
Means,  La.  (Helen  Lane  Comfort  Sanders  '24,  Chair- 
nan)  ;  Mobile,  Ala.  (Mrs.  E.  B.  Frazer.  mother  of  a  stu- 
lent,  Chairman  I  ;  Atlanta,  Ga.  (more  about  this  later)  ; 
Birmingham,  Ala.  (Frances  Bitzer  Edson  '25,  Chairman)  ; 
Vlontgomery,  Ala.  (Marion  Black  Cantelou  '15,  Chair- 
nan)  ;  and  Columbus,  Ga.  (Mary  Louise  Duffee  Phillips 
44,  Chairman ) . 

From  alumnae  in  communities  where  the  Campaign 
las  not  yet  reached  have  come  inquiries  about  how-  they 
nay  contribute.  Let  me  assure  each  alumna  that  she  will 
)e  solicited,  if  she  lives  in  a  spot  that  is  not  included  in 
Dur  area  personal  solicitation  organization,  she  will  be 
reached  by  mail. 

The  Atlanta  Area  Campaign,  currently  in  progress,  has 
rjeen  organized  along  somewhat  different  lines  because  of 
ts  size.  The  General  Chairman  is  Hal  L.  Smith.  Chair- 
man of  the  College's  Board  of  Trustees  ( husband  of  Julia 
rhompson  Smith  "31  I .  There  are  three  divisions  in  the 
arganization.  Special  Gifts,  Business  and  Industry  and 
general  Solicitation.  Mary  Warren  Read  '29  is  chair- 
man of  General  Solicitation ;  she  has  built  a  corps  of 
llumnae,  over  200  strong,  who  are  soliciting  approxi- 
nately  1100  alumnae,  parents,  and  friends  of  the  Col- 
ege — and  who  are  performing  this  task  with  enthusiasm 
md  dedication. 

To  kick  off  the  Atlanta  Campaign,  the  Board  of  Trus- 
ees  and  Chairman  Smith  gave  a  magnificent  dinner  at  a 
lowntown  Atlanta  hotel,  and  after  dinner  John  A.  Sibley, 
i  member  of  the  Board  of  Trustees  for  many  years  and  a 
nan  who  is  rapidly  becoming  a  beloved  "elder  statesman" 
|n  Georgia,  gave  a  great  address:  "The  LJnique  Role  of 
^gnes  Scott  College  in  Education  Today.''  I  quote  Mr. 
Sibley : 

"May  I  ask  the  pointed  question:  Is  it  possible  to  equip 
|he    student    to    form    just    judgments,    to    discriminate 

LUMNAE  QUARTERLY  /  SPRING   1961 


among  values,  to  break  the  strangle-hold  of  the  present 
upon  the  mind,  while  denying  to  the  student  knowledge 
of  religious  truth  and  the  values  that  spring  therefrom 
as  revealed  through  Judaism  and  Christianitv?  .  .  . 

"Is  it  not  our  religious  heritage  that  has  shaped  our 
western  civilization,  laying  the  foundations  for  our  free- 
doms and  mothering  and  undergirding  our  great  insti- 
tutions that  preserve  and  protect  these  freedoms  ?  .  .  . 

"Is  it  not  this  heritage  that  gives  meaning,  significance 
and  purpose  to  every  phase  of  life  and  learning?  .  .  . 

"It  was  the  aim  and  purpose  of  the  founders  of  Agnes 
Scott  to  establish  an  institution  of  high  intellectual  at- 
tainments 'abreast  of  the  best  institutions  of  the  land'  in 
an  atmosphere  in  which  spiritual  values  would  be  recog- 
nized and  in  which  the  Kingdom  of  God  would  be  ad- 
vanced upon  earth  by  the  students  who  drank  deeply  at 
the  fountain  of  knowledge  while  kneeling  at  the  throne 
of  God. 

"This  double  purpose  of  combining  scholastic  excel- 
lence and  religious  truth,  so  faithfully  adhered  to  and 
so  intelligently  administered  at  Agnes  Scott,  is  a  singular 
and  unique  attainment  among  educational  institutions 
in  the  twentieth  century.  The  presentation  of  religious 
truth  and  spiritual  values  as  revealed  in  the  Bible  has  not 
lowered  the  standards  of  scholastic  excellence  but  en- 
riched them.  Nor  has  it  interfered  with  academic  free- 
dom. Religious  faith  and  practice  and  intellectual  cu- 
riosity and  the  pursuit  of  secular  knowledge  go  hand  in 
hand.  Upon  this  foundation  of  scholastic  excellence  and 
religious  faith  Agnes  Scott  has  made  its  progress.  .  .  . 

"This  is  a  difficult  period  the  South  is  now  experiencing. 
Neither  protest  nor  resentments  will  solve  our  problems. 
Superior  schools  and  colleges  and  high  character  among 
the  people  will  be  our  salvation.  Qualities  of  merit, 
stamina,  good  will  and  forbearance  will  bring  us  through. 
Agnes  Scott  is  a  training  ground  for  the  development  of 
these  qualities  and  is  an  example  of  that  excellence  that 
demands  respect  everywhere.  Let  us,  therefore,  my  fellow 
Atlantans.  join  hands  and  hearts  and  resources  in  the 
progress  of  our  great  college.  For  in  a  real  sense  Agnes 
Scott's  future  rests  in  our  hands." 

A  few  copies  of  Mr.  Sibley's  speech  are  available,  in 
published  form.  Write  the  Alumnae  Office  if  you  want  one. 


THE 

AGNES  SCOTT 

STUDENT 


is,    we    believe,    a    young    person    who    rather    than 
deserving   the   appellation   "apathetic,"   deserves   an   accolade 
for  being  able  to  deal  nobly  with  the  tensions  of  ideas  and  other 
human  beings.  Here  is  part  of  the  editorial  in  the  fall  issue  of  Aurora, 
by  Joan  Byrd  '6l. 


'"T",o  those  of  you  who  are  part  of  this  issue  of  the 
AURORA  and  to  those  of  you  whose  work  was 
almost  included,  I  should  like  to  say  "Well  done!"  May 
Sarton  tells  of  one  of  her  early  teachers  whose  only  words 
of  praise  were  the  simple  "Bien  senti"  this  praise,  I  be- 
lieve, belongs  to  each  of  you  whose  work  is  included  here. 
Feeling  is  the  beginning  of  art,  and  we  have  begun. 

It  is  difficult  to  know  what  to  say  to  the  rest  of  you. 
We  have  produced  this  magazine  without  you.  It  is  thin 
quantitatively,  but  it  is  good ;  thus  far  we  have  managed 
alone.  But  art  is  a  reciprocal  process.  The  so-called  appre- 
ciation of  art  is  not  passive  but  profoundly  creative;  only 
the  individual  who  himself  lives  intensely  is  capable  of  the 
response  which  it  demands.  And  without  you  the 
AURORA  has  no  right  to  exist. 

Must  we  concede  that  insensitivity  is  the  cause  of  the 
deplorable  lack  of  creativity  at  Agnes  Scott?  We  may  well 
stop  to  wonder  whether  fraternity  pins  mean  anything  at 
all,  if  visiting  children  in  the  hospital  and  old  people  who 
seem  only  to  sit  and  watch  each  other  die  has  really  touched 


us  in  the  least,  if  death  has  touched  us,  or  if  life.  Here  i 
our  city  students  like  ourselves  are  struggling  for  the  fre> 
dom  of  a  whole  people ;  are  we  not  moved  ?  I  cannot  believ 
we  are  thus  damned,  but  where  are  our  poets? 

I  do  not  mean  to  imply  that  all  true  feeling  results  i  I 
art  per  se.  There  are  times  when  action  is  the  purest  poetr 
and  I  am  certain  that  differential  calculus  done  with  love 
art  in  its  own  way.   What  concerns  me  is  that  feeling,  likj 
all  good,  can  be  held  to  oneself  until  it  is  smothered.   Th 
is  a  terrible  wrong,  and  I  believe  it  is  what  is  happening  j| 
Agnes  Scott.    It  is  our  responsibility  always  not  only 
deepen  our  own  experience  of  life  but  to  deepen  the  exper 
ence  of  others.  And  for  many  of  us,  other  than  offering  o 
hand  in  the  dark,  art  is  the  only  way. 

It  is  because  we  believe  in  this  communion  that  th 
AURORA  exists.  It  may  embarrass  you  to  know  we  bi 
lieve  in  you,  but  it  is  true;  and  the  trust  which  others  plac 
in  you  never  comes  without  responsibility.  Feel  what  w 
are  saying  and  respond.  We  ask  only  that  you  live  art- 
and  then  to  each  his  respective  lyre  or  slide  rule. 


12 


SUSAN  GREENBURG 


Times  have  changed. 
Have  America's  college  students? 


THE 

COLLEGE 

STUDENT, 

they  say,  is  a  young  person  who  will . . . 


.  .  .  use  a  car  to  get  to  a  library  two  blocks  away, 
knowing  full  well  that  the  parking  lot  is  three  blocks 
on  the  other  side. 

.  .  .  move  heaven,  earth,  and  the  dean's  office  to 
enroll  in  a  class  already  filled;  then  drop  the  course. 

.  .  .  complain  bitterly  about  the  quality  of  food 
served  in  the  college  dining  halls — while  putting  down 
a  third  portion. 

.  .  .  declaim  for  four  solid  years  that  the  girls  at 
his  institution  or  at  the  nearby  college  for  women  are 
unquestionably  the  least  attractive  females  on  the  face 
of  the  earth;  then  marry  one  of  them. 

BUT  there  is  a  serious  side.  Today's  students,  many 
professors  say,  are  more  accomplished  than  the 
average  of  their  predecessors.  Perhaps  this  is 
because  there  is  greater  competition  for  college  en- 
trance, nowadays,  and  fewer  doubtful  candidates  get 
in.  Whatever  the  reason,  the  trend  is  important. 

For  civilization  depends  upon  the  transmission  of 
knowledge  to  wave  upon  wave  of  young  people — and 
on  the  way  in  which  they  receive  it,  master  it,  employ 
it,  add  to  it.  If  the  transmission  process  fails,  we  go 
back  to  the  beginning  and  start  over  again.  We  are 
never  more  than  a  generation  away  from  total  ignor- 
ance. 

Because  for  a  time  it  provides  the  world's  leaders, 
each  generation  has  the  power  to  change  the  course  of 
history.  The  current  wave  is  thus  exactly  as  important 
as  the  one  before  it  and  the  one  that  will  come  after 
it.  Each  is  crucial  in  its  own  time. 


What  will  the  present  student  generation  do? 
What  are  its  hopes,  its  dreams,  its  principles? 
Will  it  build  on  our  past,  or  reject  it?  Is  it, 
as  is  so  often  claimed,  a  generation  of  timid  organiza- 
tion people,  born  to  be  commanded?  A  patient  band  of 
revolutionaries,  waiting  for  a  breach?  Or  something 
in  between? 

No  one — not  even  the  students  themselves — can 
be  sure,  of  course.  One  can  only  search  for  clues,  as 
we  do  in  the  fourteen  pages  that  follow.  Here  we  look 
at,  and  listen  to,  college  students  of  1961 — the  people 
whom  higher  education  is  all  about. 


Scott  Thompson 


Barbara  Noi 


Robert  Schloredt 


Arthur  Wortm 


What  are 
today'' s  students 
like? 

To  help 
find  out,  we 
invite  you  to  join 


A  semina> 


PHOTOS:  HERB  WEITMAN 


bert  Thompson 


Roy  Muir 


Ruth  Vars 


Galen  linger 


Parker  Palmer 


■icia  Burgamy 


Kenneth  Weaver 


David  Gilmour 


Martha  Freeman 


Dean  Windgassen 


THE  fourteen  young  men  and  women  pictured 
above  come  from  fourteen  colleges  and  universi- 
ties, big  and  little,  located  in  all  parts  of  the 
Jnited  States.  Some  of  their  alma  maters  are  private, 
iome  are  state  or  city-supported,  some  are  related  to  a 
ihurch.  The  students'  studies  range  widely — from  science 
ind  social  studies  to  agriculture  and  engineering.  Outside 
he  classroom,  their  interests  are  similarly  varied.  Some 
ire  athletes  (one  is  All-American  quarterback),  some  are 
ictive  in  student  government,  others  stick  to  their  books. 
To  help  prepare  this  report,  we  invited  all  fourteen, 
is  articulate  representatives  of  virtually  every  type  of 
:ampus  in  America,  to  meet  for  a  weekend  of  searching 
liscussion.  The  topic:  themselves.  The  objective:  to  ob- 


tain some  clues  as  to  how  the  college  student  of  the 
Sixties  ticks. 

The  resulting  talk — recorded  by  a  stenographer  and 
presented  in  essence  on  the  following  pages — is  a  reveal- 
ing portrait  of  young  people.  Most  revealing — and  in  a 
way  most  heartening — is  the  lack  of  unanimity  which  the 
students  displayed  on  virtually  every  topic  they  discussed. 

As  the  seminar  neared  its  close,  someone  asked  the 
group  what  conclusions  they  would  reach  about  them- 
selves. There  was  silence.  Then  one  student  spoke: 

"We're  all  different,"  he  said. 

He  was  right.  That  was  the  only  proper  conclusion. 

Labelers,  and  perhaps  libelers,  of  this  generation 
might  take  note. 


f  students  f^m  coast  to  coast 


Ft 


' 


2S|^bPr*"' 

^ 

*y*      ] 

■ 

■MMi    . 

'.  5 

ig-- 

11 

5? 

ERICH  HARTMANN,  MAGNUM 


[tudentis  a  wonderful  thing. " 


Student  years  are  exciting  years.  They  are  excit- 
ing for  the  participants,  many  of  whom  are  on 
their  own  for  the  first  time  in  their  lives — and 
exciting  for  the  onlooking  adult. 

But  for  both  generations,  these  are  frequently 
painful  years,  as  well.  The  students'  competence, 
which  is  considerable,  gets  them  in  dutch  with  their 
elders  as  often  as  do  their  youthful  blunders.  That 
young  people  ignore  the  adults'  soundest,  most  heart- 
felt warnings  is  bad  enough;  that  they  so  often  get 
away  with  it  sometimes  seems  unforgivable. 

Being  both  intelligent  and  well  schooled,  as  well 
as  unfettered  by  the  inhibitions  instilled  by  experience, 
they  readily  identify  the  errors  of  their  elders — and 
they  are  not  inclined  to  be  lenient,  of  course.  (The 
one  unforgivable  sin  is  the  one  you  yourself  have 
never  committed.)  But,  lacking  experience,  they  are 
apt  to  commit  many  of  the  same  mistakes.  The  wise 
adult  understands  this:  that  only  in  this  way  will  they 
gain  experience  and  learn  tolerance — neither  of  which 
can  be  conferred. 


it 


They  say  the  student  is  an  animal  in  transition.  You  have  to 
wait  until  you  get  your  degree,  they  say;  then  you 
turn  the  big  corner  and  there  you  are.  But  being  a  student 
is  a  vocation,  just  like  being  a  lawyer  or  an  editor 
or  a  business  man.  This  is  what  we  are  and  where  we  are.'' 

uiThe  college  campus  is  an  open  market  of  ideas.  I  can  walk 
around  the  campus,  say  what  I  please,  and  be  a  truly  free  person. 
This  is  our  world  for  now.  Let's  face  it — 
we'll  never  live  in  a  more  stimulating  environment.  Being  a 
student  is  a  wonderful  and  magnificent  and  free  thing. 9 


a 


You  go  to  college  to  learn,  of  cours\ 

\ 

i 


SUSAN  GREENBURG 


A  student's  life,  contrary  to  the  memories  that  alumni 
and  alumnae  may  have  of  "carefree"  days,  is  often  de- 
^  scribed  by  its  partakers  as  "the  mill."  "You  just  get 
in  the  old  mill,"  said  one  student  panelist,  "and  your  head 
spins,  and  you're  trying  to  get  ready  for  this  test  and  that 
test,  and  you  are  going  along  so  fast  that  you  don't  have  time 
to  find  yourself." 

The  mill,  for  the  student,  grinds  night  and  day — in  class- 
rooms, in  libraries,  in  dining  halls,  in  dormitories,  and  in 
scores  of  enterprises,  organized  and  unorganized,  classed 
vaguely  as  "extracurricular  activities."  Which  of  the  activities 
— or  what  combination  of  activities — contributes  most  to  a 
student's  education?  Each  student  must  concoct  the  recipe  for 
himself.  "You  have  to  get  used  to  living  in  the  mill  and  finding 
yourself,"  said  another  panelist.  "You'll  always  be  in  the  mill 
■ — all  through  your  life." 


3ut  learning  comes  in  many  ways. 


99 


'Td  like  to  bring  up  something  I  think  is  a  fault  in 
our  colleges:  the  great  emphasis  on  grades." 

"I  think  grades  interfere  with  the  real  learning  process. 
Tve  talked  with  people  who  made  an  A  on  an  exam 
— hut  next  day  they  couldn't  remember  half  the  material. 
They  just  memorized  to  get  a  good  grade.'''' 

"You  go  to  college  to  learn,  of  course.  But  learning 
comes  in  many  ways — not  just  from  classrooms 
and  books,  but  from  personal  relations  ivith  people:  holding 
office  in  student  government,  and  that  sort  of  thing." 

"It's  a  favorite  academic  cliche,  that  not  all  learning 
comes  from  books.  I  think  it's  dangerous.  I  believe 
the  greatest  part  of  learning  does  come 
from  books — just  plain  books." 


ERICH  HABTMANN,  MAGNUM 


It 's  imp  or  tan  t  to  know  you       ! 
can  do  a  good  job  at  something. 


It's  hard  to  conceive  of  this  unless  you've  been 
through  it  .  .  .  but  the  one  thing  that's  done  the 
most  for  me  in  college  is  baseball.  I'd  always  been 
the  guy  with  potential  who  never  came  through.  The 
coach  worked  on  me;  I  got  my  control  and  really 
started  going  places.  The  confidence  I  gained  carried 
over  into  my  studies.  I  say  extracurricular  activities 
are  worthwhile.  It's  important  to  know  you  can  do  a 
good  job  at  something,  whatever  it  is." 

►  "No!  Maybe  I'm  too  idealistic.  But  I  think  college 
is  a  place  for  the  pursuit  of  knowledge.  If  we're  here 
for  knowledge,  that's  what  we  should  concentrate  on." 

►  "In  your  studies  you  can  goof  off  for  a  while  and 
still  catch  up.  But  in  athletics,  the  results  come  right 
on  the  spot.  There's  no  catching  up,  after  the  play  is 
over.  This  carries  over  into  your  school  work.  I  think 
almost  everyone  on  our  football  team  improved  his 
grades  last  fall." 

►  "This  is  true  for  girls,  too.  The  more  you  have  to 
do,  the  more  you  seem  to  get  done.  You  organize  your 
time  better." 

►  "I  can't  see  learning  for  any  other  purpose  than  to 
better  yourself  and  the  world.  Learning  for  itself  is  of 
no  value,  except  as  a  hobby — and  I  don't  think  we're 
in  school  to  join  book  clubs." 

►  "For  some  people,  learning  is  an  end  in  itself.  It  can 
be  more  than  a  hobby.  I  don't  think  we  can  afford  to 
be  too  snobbish  about  what  should  and  what  shouldn't 
be  an  end  in  itself,  and  what  can  or  what  can't  be  a 
creative  channel  for  different  people." 


"The  more  you  do,  the  more 

you  seem  to  get  done. 

You  organize  your  time  better 


SUSAN  GREENBURG 


"In  athletics,  the  results  come 

right  on  the  spot.  There's 

no  catching  up,  after  the  play." 


*'-.,  . 


e  § 
■  ■ 


*■-*# 


/, 


-  .*. 


"It  seems  to  me  you're  saying  tha 


College  is  where  many  students  meet  the  first  great 
test  of  their  personal  integrity.  There,  where  one's 
progress  is  measured  at  least  partly  by  examinations 
and  grades,  the  stress  put  upon  one's  sense  of  honor  is 
heavy.  For  some,  honor  gains  strength  in  the  process.  For 
others,  the  temptation  to  cheat  is  irresistible,  and  honor 
breaks  under  the  strain. 

Some  institutions  proctor  all  tests  and  examinations. 
An  instructor,  eagle-eyed,  sits  in  the  room.  Others  have 
honor  systems,  placing  upon  the  students  themselves  the 
responsibility  to  maintain  integrity  in  the  student  com- 
munity and  to  report  all  violators. 

How  well  either  system  works  varies  greatly.  "When 
you  come  right  down  to  it,"  said  one  member  of  our  student 
panel,  "honor  must  be  inculcated  in  the  years  before  college 
— in  the  home." 


"A'\- 


ST.  LOUIS  POST -DISPATCH 


"Maybe  you  need  a  Bin  a  test, 

or  you  dont  get  into 

medical  school.  And  the  guy  ahead 

of  you  raises  the  average  by 

cheating.  That  makes  a  real  problem.^ 


wnor  works  only  when  it's  easy.  " 


"Fmfrom  a  school  ivith  an  honor  system  that  works. 

But  is  the  reason  it  works  maybe  because  of  the  tremendous 

penalty  that's  connected  with  cheating,  stealing, 

or  lying?  It's  expulsion — and  what  goes  along  with  that 

is  that  you  cant  get  into  another  good  school  or 

even  get  a  good  job.  It's  about  as  bad  a  punishment 

as  this  country  can  give  out,  in  my  opinion. 

Does  the  honor  system  instill  honor — or  just  fear?" 

"At  our  school  the  honor  system  works  even  though  the 

penalties  arent  that  stiff.  It's  part  of 

the  tradition.  Most  of  the  girls  feel  they're  given 

the  responsibility  to  be  honorable,  and  they  accept  it.'''' 

"On  our  campus  you  can  leave  your  books  anywhere 

and  they'll  be  there  when  you  come  back.  You  can  even 

leave  a  tall,  cold  milkshake — Tve  done  it — and  when  you 

come  back  two  hours  later,  it  will  still  be  there. 

It  wont  be  cold,  but  it  will  be  there. 

You  learn  a  respect  for  honor,  a  respect  that  will  carry 

over  into  other  fields  for  the  rest  of  your  life.'''' 

"Td  say  the  minority  who  are  top  students  dont  cheat, 
because  they're  after  knowledge.  And  the  great 
majority  in  the  middle  dont  cheat,  because 
they're  afraid  to.  But  the  poor  students,  who  cheat  to 
get  by  .  .  .  The  funny  thing  is,  they're  not  afraid  at  all. 
I  guess  they  figure  they've  nothing  to  lose." 

"Nobody  is  just  honest  or  dishonest.  Tm  sure 
everyone  here  has  been  guilty  of  some  sort  of  dishonest 
act  in  his  lifetime.  But  everyone  here  would 
also  say  he's  primarily  honest.  I  know  if  I  were 
really  in  the  clutch  Fd  cheat.  I  admit  it — 
and  I  dont  necessarily  consider  myself 
dishonest  because  I  would." 

"It  seems  to  me  you  re  saying  that  honor  works 
only  ivhen  it's  easy." 

"Absolute  honor  is  150,000  miles  out,  at  least. 

And  ive' re  down  here,  walking  this  earth  with  all  our 

faults.  You  can  look  up  at  those  clouds  of  honor 

up  there  and  say,  'They're pretty,  but 

I  cant  reach  them.''  Or  you  can  shoot  for  the  clouds. 

I  think  that's  the  approach  I  want  to  take. 

I  don't  think  I  can  attain  absolute  honor, 

but  I  can  try — and  Fd  like 

to  leave  this  ivorld  with  that  on  my  batting  record." 


"It's  not  how  we  feel  about  issues- 


W: 


•E  are  being  criticized  by  other  people  all 
the  time,  and  they're  stamping  down  on  us. 
'You're  not  doing  anything,'  they  say.  I've 
noticed  an  attitude  among  students:  Okay,  just  keep 
criticizing.  But  we're  going  to  come  back  and  react. 
In  some  ways  we're  going  to  be  a  little  rebellious. 
We're  going  to  show  you  what  we  can  really  do." 

Today's  college  students  are  perhaps  the  most 
thoroughly  analyzed  generation  in  our  history.  And 
they  are  acutely  aware  of  what  is  being  written  about 
them.  The  word  that  rasps  their  nerves  most  sorely  is 
"apathy."  This  is  a  generation,  say  many  critics,  that 
plays  it  cool.  It  may  be  casually  interested  in  many 
things,  but  it  is  excited  by  none. 

Is  the  criticism  deserved?  Some  college  students 
and  their  professors  think  it  is.  Others  blame  the  times 
— times  without  deprivation,  times  whose  burning 
issues  are  too  colossal,  too  impersonal,  too  remote — 
and  say  that  the  apparent  student  lassitude  is  simply 
society's  lassitude  in  microcosm. 

The  quotation  that  heads  this  column  is  from  one 
of  the  members  of  our  student  panel.  At  the  right  is 
what  some  of  the  others  think. 


"Our  student  legislature  fought  most  of  the  year 

about  taking  stands.  The  majority 

rationalized,  saying  it  wasn't  our  place;  what  good 

would  it  do?  They  were  afraid  people  would 

check  the  college  in  future  years  and  if  they  took 

an  unpopular  stand  they  wouldn't  get  security 

clearance  or  wouldnt  get  a  job. 

I  thought  this  ivas  awful.  But  I  see  indications  of  an 

awakening  of  interest.  It  isnt  how  we  feel 

about  issues,  but  whether  we  feel  at  a//." 

"Vm  sure  it' s  practically  the  same  everyivhere. 
We  have  5,500  full-time  students,  but  only  fifteen 
or  twenty  of  us  ivent  on  the  sit-dotims." 

"I  think  there  is  a  great  deal  of  student  opinion 
about  public  issues.  It  isnt  always  rational, 
and  maybe  we  don  I  talk  about  it,  but  I  think  most  of 
us  have  definite  feelings  about  most  things." 

"Tvefelt  the  apathy  at  my  school.  The  university 

is  a  sort  of  isolated  little  world.  Students 

don  t  feel  the  big  issues  really  concern  them.  The 

civil  rights  issue  is  close  to  home, 

but  youd  have  to  chase  a  student  down  to  get  him 

to  give  his  honest  opinion." 

"We  re  quick  to  criticize,  sloiv  to  act." 

"Do  you  think  that  just  because  students  in  America 
dont  cause  revolutions  and  riots  and  take 
active  stands,  this  means  .  .  .?" 


"I'm  not  calling  for  revolution.  Ym  calling 
for  interest,  and  I  dont  care  what  side  the  student 
takes,  as  long  as  he  takes  a  side." 


"But  even  ivhen  we  went  doivn  to  WoolwortKs 
carrying  a  picket  sign,  what  were  some  of  the  motivi 
behind  it?  Was  it  just  to  get  a  day  away  from  classe 


ut  whether  we  feel  at  all.  " 


"I  attended  a  discussion  where  Negro  students 
presented  their  views.  I  have  never  seen  a  group  of 
more  dynamic  or  dedicated  or  informed  students" 

"But  they  had  a  personal  reason." 

"That's fust  it.  The  only  thing  I  can  think  of, 
where  students  took  a  stand  on  our  campus, 
was  when  it  was  decided  that  it  wasn't  proper 
to  have  a  bravery  sponsor  the  basketball  team  on 
television.  This  caused  a  lot  of  student  discussion, 
but  it's  the  only  instance  I  can  remember." 

"Why  is  there  this  unwillingness  to  take  stands?" 

"I  think  one  big  reason  is  that  it's  easier  not  to. 
It's  much  easier  for  a  person  just  to  go  along." 

"I've  sensed  the  feeling  that  unless  it  really  burns 

within  you,  unless  there  is  something  where  you 

can  see  just  what  you  have  done,  you  might  as  well  just 

let  the  world  roll  on  as  it  is  rolling  along. 

After  all,  people  are  going  to  act  in  the  same  old  way, 

no  matter  what  we  try  to  do.  Society  is  going  to 

eventually  come  out  in  the  same  ivay,  no  matter 

what  I,  as  an  individual,  try  to  do." 

"A  lot  of  us  hang  back,  saying,  'Well,  why  have  an  idea 
now?  It '11  probably  be  different  when  Ym  45.' ' 

"And  you  ask  yourself ,  Can  I  take  time  away  from 

my  studies?  You  ask  yourself,  Which 

is  more  important?  Which  is  more  urgent  to  me?" 

"Another  reason  is  fear  of  repercussions — fear 

of  offending  people.  I  went  on  some  sit-downs  and  I 

didn't  sit  uneasy  just  because  the  manager  of 

the  store  gave  me  a  dirty  scowl — but  because  my  friends, 

my  grandparents,  were  looking  at  me 

with  an  uneasy  scowl." 


We  need  a  purpose  other  than 
security  and  an  $18, 000  job.  1 


"Perhaps  'waiting'  is  the  attitude  of  our 
age — in  every  generation." 


"Then  there  comes  the  obvious  question, 

With  all  this  waiting,  ivhat  are  we  waiting  for? 

Are  ive  waiting  for  some  disaster  that  will 

make  us  do  something?  Or  are  we  waiting  for  some 

'national  purpose''  to  come  along, 

so  ive  can  jump  on  its  bandwagon?  So  we  are  at 

a  train  station;  what's  coming?'' 


HERB  WE!TMAN 


[guess  one  of  the  things  that  bother  us  is  that 
there  is  no  great  issue  we  feel  we  can  personally 
come  to  grips  with." 

The  panel  was  discussing  student  purposes.  "We 
\eed  a  purpose,"  one  member  said.  "I  mean  a  purpose 
ther  than  a  search  for  security,  or  getting  that  $18,000- 
-year  job  and  being  content  for  the  rest  of  your  life." 
"Isn't  that  the  typical  college  student's  idea  of 
is  purpose?" 

"Yes,  but  that's  not  a  purpose.  The  generation  of 


the  Thirties — let's  say  they  had  a  purpose.  Perhaps 
we'll  get  one,  someday." 

"They  had  to  have  a  purpose.  They  were  starving, 
almost." 

"They  were  dying  of  starvation  and  we  are  dying 
of  overweight.  And  yet  we  still  should  have  a  purpose 
—  a  real  purpose,  with  some  point  to  it  other  than  self- 
ish mediocrity.  We  do  have  a  burning  issue — just  plain 
survival.  You'd  think  that  would  be  enough  to  make 
us  react.  We're  not  helpless.  Let's  do  something." 


Have  students  changed? 


o 


.H,  yes,  indeed,"  a  professor  said  recently,  "I'd 
say  students  have  changed  greatly  in  the  last 
ten  years  and — academically,  at  least — for 
the  better.  In  fact,  there's  been  such  a  change  lately 
that  we  may  have  to  revise  our  sophomore  language 
course.  What  was  new  to  students  at  that  level  three 
years  ago  is  now  old  hat  to  most  of  them. 

"But  I  have  to  say  something  negative,  too,"  the 
professor  went  on.  "I  find  students  more  neurotic, 
more  insecure,  than  ever  before.  Most  of  them  seem 
to  have  no  goal.  They're  intellectually  stimulated,  but 
they  don't  know  where  they're  going.  I  blame  the 
world  situation  —  the  insecurity  of  everything  today." 

"I  can't  agree  with  people  who  see  big  changes 
in  students,"  said  another  professor,  at  another  school. 
"It  seems  to  me  they  run  about  the  same,  year  after 
year.  We  have  the  bright,  hard-working  ones,  as  we 
have  always  had,  and  we  have  the  ones  who  are  just 
coasting  along,  who  don't  know  why  they're  in  school 
— just  as  we've  always  had." 

"They're  certainly  an  odd  mixture  at  that  age — a 
combination  of  conservative  and  romantic,"  a  third 
professor  said.  "They  want  the  world  to  run  in  their 
way,  without  having  any  idea  how  the  world  actually 


Some  professors '  opinion. 


runs.  They  don't  understand  the  complexity  of  things 
everything  looks  black  or  white  to  them.  They  saj, 
This  is  what  ought  to  be  done.  Let's  do  it!'" 

"If  their  parents  could  listen  in  on  their  chi 
dren's  bull  sessions,  I  think  they'd  make  an  interes 
ing  discovery,"  said  another  faculty  member.  "Th 
kids  are  talking  and  worrying  about  the  same  thind 
their  fathers  and  mothers  used  to  talk  and  worry  aboij 
when  they  were  in  college.  The  times  have  certain! 
changed,  but  the  basic  agony — the  bittersweet  agon 
of  discovering  its  own  truths,  which  every  generatio 
has  to  go  through  —  is  the  same  as  it's  always  been 

"Don't  worry  about  it.  Don't  try  to  spare  tr 
kids  these  pains,  or  tell  them  they'll  see  things  diffe 
ently  when  they're  older.  Let  them  work  it  out.  Th 
is  the  way  we  become  educated — and  maybe  eve 
civilized." 

"I'd  add  only  one  thing,"  said  a  professor  emei 
tus  who  estimates  he  has  known  12,000  students  ov< 
the  years.  "It  never  occurred  to  me  to  worry  aboi 
students  as  a  group  or  a  class  or  a  generation.  I  ha 
worried  about  them  as  individuals.  They're  all  diffe 
ent.  By  the  way:  when  you  learn  that,  you've  made 
pretty  profound  discovery." 


The  College  Student" 


i  ^T~^l_  _      /"*!  _  1  1  _  _  C1  j J  _  a.  J  J         The  material  on  this  and  the  preceding  15  pages  is  the  product  of  a  cooperative  endeavor 

in  which  scores  of  schools,  colleges,  and  universities  are  taking  part.  It  was  prepared 
under  the  direction  of  the  group  listed  below,  who  form  editorial  projects  for  educa- 
tion, a  non-profit  organization  associated  with  the  American  Alumni  Council.  All  rights  reserved:  no  part  of  this  supplement  may  be  reproduced  without 
express  permission  of  the  editors.  Copyright  ©  1961  by  Editorial  Projects  for  Education,  Inc.,  1785  Massachusetts  Ave.,  N.W.,  Washington  6,  D.C. 
Printed  in  U.S.A. 


DENTON  REAL  DAVID  A.  BURR  DAN  ENDSLEY  DAN  H.  FENN,  JR.  RANDOLPH  L.  FORT 

Carnegie  Institute  of  Technology         The  University  of  Oklahoma         Stanford  University         Harvard  Business  School  Emory  University 

J.  ALFRED  GUEST  L.  FRANKLIN  HEALD  CHARLES  M.  HELMKEN  WALDO  C.  M.  JOHNSTON  JEAN  D.  LINEHAN 

Amherst  College  The  University  of  New  Hampshire  St.  John  s  University  Yale  University  American  Alumni  Council 

MARALYN  ORBISON  ROBERT  L.  PAYTON  FRANCES  PROVENCE  ROBERT  M.  RHODES 

Swarthmore  College  Washington  University  Baylor  University  The  University  of  Pennsylvania 

VERNE  A.  STADTMAN  FREDERIC  A.  STOTT  FRANK  J.  TATE  ERIK  WENSBERG 

The  University  of  California  Phillips  Academy  (Andover)  The  Ohio  State  University  Columbia  University 

CHARLES  E.  WIDMAYER  REBA  WILCOXON  ELIZABETH  B.  WOOD  CHESLEY  WORTHINGTON  CORBIN  GWALTNEY 

Dartmouth  College  The  University  of  Arkansas  Sweet  Briar  College  Brown  University  Executive  Editor 


April  14  ► 


Agnes  Scott  College 

Fine  Arts  Festival 

1961  Program 

John  Gassner,  professor  of  playwriting,  Yale  University  School  of  Drama,  3:00  p.m., 
'"The  Well-made  Play:  Its  Nature  and  Status  in  the  Modern  Theatre" 

Exhibition  of  stage  designs  and  light  plots  by  Arch  Lauterer,  through  April  22 

Premiere  of  "Uncle  Sam's  Cabin,"  by  Pat  Hale  '55,  presented  by  Agnes  Scott  Black- 
friars,  8:00  p.m.  (admission  charge) 

Two  one-act  plays  by  Agnes  Scott  students  Beth  Crawford  and  Molly  Schwab, 
10:15  a.m. 

Playwriting  Panel — Critique  of  "Uncle  Sam's  Cabin"'  and  the  one  act  plays:  John 
Gassner,  Robert  Porterfield  of  the  Barter  Theater,  Leighton  Ballew,  University  of 
Georgia,  Margaret  Bland  Sewell,  Agnes  Scott  College,  11:00  a.m.,  Rebekah  Scott  Hall 

Auditions  for  Apprentices,  The  Barter  Theater,  summer  1961,  2:00  p.m.,  Robert 
Porterfield 

Opening  of  exhibition  of  art  featuring  Atlanta  artists  who  teach,  Buttrick  Gallery, 
3:00  p.m.,  Monday-Friday  2-5  p.m.,  through  April  22 

ADTI        1  O     W       JorLn  Ciardi,  poetry  editor,  Saturday  Review,  8:00  p.m.,  "How  Does  a  Poem  Mean?" 

April  19  ► 


April  15  ► 


April  16  ► 


April  20,  21  ► 
April  20  ► 


April  21  ► 


Literature  Panel  on  Aurora,  Agnes  Scott  student  publication,  John  Ciardi  and  Flan- 
nery  O'Conner,  Georgia  author.  4:00  p.m.,  Rebekah  Scott  Hall 

Program  of  Contemporary  Music,  performed  by  Agnes  Scott  students,  10:30  a.m. 
(Stravinsky.  Hindemith.  Bartok  and  others) 

William  Newman,  University  of  North  Carolina.  University  Center  Visiting  Scholar 
in  music.  8:00  p.m. 

Dance  films  by  Martha  Graham  and  Co..  "Appalachian  Spring"  (music  by  Aaron 
Copland)  and  "Dancer's  World"  (music  by  Cameron  Mitchell)  2:00  and  4:00  p.m., 
Campbell  Hall 

Contemporary  Music  and  Dance,  "Medea,"  by  Virgil  Thomson,  presented  by  Agnes 
Scott  Glee  Club;  "The  Magnificat,"  by  R.  Sterling  Beckwith,  Emory  University,  pre- 
sented by  Sigma  Alpha  Iota  music  fraternity;  "The  Only  Jealousy  of  Emer,"  by 
William  B.  Yeats,  presented  by  Agnes  Scott  Dance  Club,  8:00  p.m.  (admission  charge) 


Ann  I     2?    ^       Art  auction,  3:00  p.m.,  Rebekah  Scott  Hall 


Unless  otherwise  indicated,  events  will  be  held  in  Presser  Hall. 

JMNAE  QUARTERLY  /   SPRING   1961  29 


DEATHS 


Faculty 


1919 


Alma  Willis  Sydenstricker,  professor  of 
Bible,  emeritus,  and  former  head  of  the 
Bible  department,  at  her  son's  home  in 
Augusta,  Ga.,  Dec.  3,  1960. 

Institute 

Arabella  Crane  Deschamps,  Jan.  12.  Annie 
Lou  Harralson  Pritchett,  sister  of  May 
Belle  Harralson  Walker,  Jan.  26.  M.  Reese 
Hunnicutt,  Sr.,  husband  of  Lillian  John- 
son Hunnicutt,  in  January.  Nelle  Johnston 
Pottle.  Nov.  30,  1960. 


1911 

Arm  Sue  Patillo,  Dec.,  1960.  Count  D.  Gib- 
son, husband  of  Julia  Thompson  Gibson. 
Jan.  20. 

1914 

Dr.  Albert  G.  Hogan,  husband  of  Theo- 
dosia  Cobbs  Hogan,  Jan.  25. 

1915 

Mary  Helen  Schneider  Head,  Jan.   1. 


Martha  Nathan  Almon,  Nov.  11,  1960. 
1921 

Mrs.  A.  Paul  Brown,  Sr.,  mother  of  Thelma 
Brown  Aiken.  Feb.  5. 

1936 

Mrs.  John  C.  Hollingsworth,  mother  of 
Marjorie  Hollingsworth  and  Ruth  Hollings- 
worth Scott  '27,  Dec.  23,  1960. 

1937 

B.  F.  Eldredge,  husband  of  Cornelia  Chris- 
lie  Eldredge,  October,  1960. 

1941 

Dr.  George  L.  Mitchell,  husband  of  Elaine 
Stubbs  Mitchell,  Jan.  23. 

1946 

George  Parkhurst  Lee,  father  of  Anne  Lee 
McRae  and  Adele  Lee  Dowd  '50,  Jan.  28. 

1953 

Mary  A.  Hamilton,  Jan.  6.  Her  mother  is 
Sarah  Smith  Hamilton  Academy. 


31 


Alumna  Publishes  Book 

Jane  Cough  lan  Huff  '42  has  wi. 
ten   the   story  of   her  husband.   J 
Huff's,     life     in     Whom     the     Lo 
Loveth.  published  by  McGraw-Hill 
February  28.   Jim   entered   the  m 
istry   when   he  was   over  forty,  a] 
although  he  soon  became  incural 
ill,  he  poured  into  his  work  his  gri 
reserves  of  enthusiasm  and  streng 
Jane   says:    "I    feel    that   Jim's  p 
longed  and  painful   illness  was  p 
of  his    Christian   witness,   a    sort 
"ministry  through  suffering.'  ': 


MRS.  CHARLES  WILLIAM  WALDEN 
465  CHELSEA  CIRCLE,  NE 
ATLANTA  7   GA. 


APRIL  22-23 


Alumnae  Week  End 


Robert  M.  Thrall,  University  of  Michigan,  University  Center 
Visiting  Scholar  in  mathematics,  8:00  p.m., 
Campbell  Hall 


John  Adams,  violinist,  8:00  p.m. 


APRIL  27 


Robin  Williams,  Jr.,  Cornell  University,  University  Center 
Visiting  Scholar  in  sociology  and  anthropology,  4:00  p.m. 


Georgia  Academy  of  Science 


Herbert  H.  Farmer,  Cambridge  University,  University 
Center  Visiting  Scholar  in  religion.  4:30  p.m. 


JUNE  4 


JUNE  5 


Baccalaureate  sermon,  Marcel  Pradervand,  General 
Secretary,  World  Alliance  of  Reformed  Churches, 
Geneva,  Switzerland,  11:00  a.m. 

Commencement  exercises,  Eugene  R.  Black,  President. 
International  Bank  for  Reconstruction  and  Development. 
Washington,  D.  C.  10:00  a.m. 


Unless  otherwise  indicated,  events  will  be  held  in  Presser  Hall 


SUM  M  E  R     196  1 


ines 


3f 


ALUMNAE     QUARTERLY 


Eugene  R.  Black  Speaks  on 
America's  Major  Concern 

See  page  8 


Ai^jii  »■ 


THE 


rc\\t  summer i961    voK 39- n° 

V\/|/|/     ALUMNAE    OUARTERI 


L 


Ann  Worthy  Johnson,  Editor 
Dorothy  Weakley,  Assistant  Editor 


CONTENTS 


4     Campus  Compendium 


6     Tension  and  Equilibrium 
by  Julia  T.  Gary 

8     America's  Overriding  Concern  Today 
by  Eugene  R.  Black 

1 1     Class  News 

Eloise  Hardeman  Ketchin 


23     Worthy  Notes 


FRONT   COVER 


The  daisy  chain  marks  the  beginning  of  Agnes  Scott's  commencement  fest 
ties.  Sophomores  Sally  Rodwell  and  Lelia  Jones  weave  hundreds  of  daisie 
enchain  the  seniors  at  Class  Day  ceremonies. 

/Photograph  by  Divight  Ri 


The  Agnes  Scott  Alumnae  Quarterly  is  published  four  times  a  year  (November, 
February,  April  and  July)  by  the  Alumnae  Association  of  Agnes  Scott  College 
at  Decatur,  Georgia.  Yearly  subscription,  $2.00.  Single  copy  50  cents.  Entered 
as  second-class  matter  at  the  Post  Office  of  Decatur,  Georgia,  under  Act  of 
August  24,  1912.  MEMBER  OF  AMERICAN  ALUMNI   COUNCIL 


Elliott's  Studio 


The  Student 

SUMMER    1961 


travels,  studies,  works  for  Daddy, 

or  just  relaxes  at  home. 

With  diploma  in  hand,  one  hundred 

twenty-three  new  alumnae 

scatter  far  and  wide,  beginning  new  lives 

in  many  settings. 


"For  he's  a  jolly  good  fellow,"  serenaded  the  students  upon  the  return  of  Moderator  Wallace  M.  Alston. 


Campus 
Compendium 

Spring  Quarter  ivas  full  of  firsts, 
for  students  of  the  arts,  for  President  Alston, 

for  the  new  Class  of  1961 


A  tlanta  it  seems  to  us,  has  evil 
l-\  been  blessed  with  a  special  sol 
■*-  -*■  of  Spring,  and  the  campus  a  j 
nually  reflects  this.  That  certain  feel 
ing  was  never  more  evident  than  l 
the  Arts  Festival  held  during  a  t<| 
short  April  week.  Betty  Bellune  '6| 
student  chairman,  wrote  in  the  lek 
tival  brochure:  "This  is  to  be  a  tin! 
of  recognition  of  our  artists.  But  mcl 
important,  this  week  is  to  be  one  I 
involvement  for  us  all — the  non-artil 
and  the  artist  alike/" 

It  did,  indeed,  involve  us  all- 
lightfully.  Would  that  we  might  cl 
vote  all  four  issues  of  this  masazil 


Kudos    to    new    Ph.D.    degree    holders:    Miss    Chloe    Steel,    assistant    professor     of    French.    Miss    Nancy    Groseclose,    assistant    professor    of    biology,    tU 

Mr.   C.  Benton   Kline,  Jr.,  dean  of  the  faculty  and   assistant  professor  of  philosophy. 


sxt  year  to  the  festival  events;  all 
b  can  do  here  is  list  some,  not  all 
them:  Blackfriars'  world  premiere 
irformance  of  Pat  Hale  '55's  play, 
ncle  Sam's  Cabin;  a  discussion  of 
is  and  student  playwrights'  efforts 
r  a  panel  composed  of  John  Gassner, 
ale  University;  Margaret  Bland 
well  '20,  Agnes  Scott;  Leighton 
dlew,  University  of  Georgia;  and 
)bert  Porterfield,  Barter  Theater  of 
rginia;  John  Ciardi's  lecture  "How 
oes  a  Poem  Mean?" — Mr.  Ciardi  is 
etry  editor  of  Saturday  Review  and 
ofessor  of  English  at  Butgers  Uni- 
rsity;  and  an  astounding  presenta- 
)n  of  Yeats'  play,  The  Only  Jeal- 
sy  of  Emer,  combining  the  arts  of 
ntemporary  dance,  speech  and 
usic. 

Spring  also  brought  high  honor  to 
esident    Wallace    M.    Alston.    He 
s  elected  to  the  highest  office  in  his 
urch,    Moderator    of    the    General 
sembly  of  the  Presbyterian  Church, 
S.  Upon  the  occasion  of  his  elec- 
>n,  the  student  body  serenaded  him, 
id  the   faculty  gave  him   a   rising 
>te    of    congratulations — and    sym- 
thy.  It  is  an  awesome  responsibility 
l|  addition  to  his  myriad  duties  as  a 
Illege  president,  but  we  join  manv 
lices  in  prayers  of  thanksgiving  that 
I  is  chosen  to  lead  this  church  as  it 
Igins  its  second  century  in  a  year 
Bat  finds  Christian  principles,  even, 
ling   questioned    in    the    South.    In 
''m  are  combined  the  virtues  of  wis- 
tai,  moderation,  and  love,  and  alum- 
le  all   over  the  world   will   rejoice 
he  assumes  his  new  position. 
Dr.  Alston's  talk  to  the  400  alum- 
e  gathered  for  reunions  on  April 
!  was,  from  all  comments,  the  great 
ent   of  the   day — even    out-shining 
e  first  outdoor  Alumnae  Luncheon. 
e   spoke   without    manuscript,    and 
raight    from    his    heart,    on    what 
umnae  can  expect  from  the  College 
id  what   the  College  expects   from 
umnae.   He  said  that   Agnes  Scott 
umnae  "have  lifted  my  sights,"  and 
Ivised  us  to  "continue  to  be  some- 


fine  Arts   Festival   opened   with   the   world    pre- 
>ere  performance  of  Uncle  Sam's  Cabin,  a  comedy 
Pat  Hale  '55.  Here's  one  of  the  cafe  scenes. 


Belgium  and  France  have  been  chosen  for  next  year  by  Fulbright  Scholars  Judy  Clark  Brandeis  '61 
and  Anne  Broad    61.  Both  are  honor  graduates  and  members  of  Phi  Beta  Kappa. 


body,  to  value  intellectual  processes," 
to  assume  leadership  in  our  communi- 
ties, to  read,  to  think, — in  short,  to 
be  "real  people." 

In  the  President's  Charge  to  the 
Class  of  1961  at  Commencement,  he 
also  asked  them,  as  they  assume  alum- 
nae status,  to  "stand  for  something" 
— and  we  think  they  will.  There  are 
now  123  brand  new  alumnae,  and 
this  is  our  opportunity  to  welcome 
them.  Many  of  them  will  plunge  into 
more  study  next  year  in  graduate 
schools;  two  will  be  abroad  on  Ful- 
bright    scholarships.     Anne     Broad, 


from  Jackson,  Miss.,  will  study  em- 
bryology at  the  Free  University, 
Brussels.  Belgium.  Judy  Clark  Bran- 
deis (sister  of  Frances  Clark  '51  and 
Claire  Clark  Kelly  '54)  will  be  at 
Aix-Marseille,  Faculte  des  Lettres,  in 
France,  pursuing  further  French 
study. 

Not  to  be  outdone  by  the  good 
class  of  '61,  nor  by  their  students  next 
year,  eighteen  members  of  the  faculty 
and  staff  are  studying  across  the  na- 
tion this  summer,  and  their  subjects 
range  from  "Cellular  Differentiation" 
to   the  Chinese  language. 


TENSION   AND 
EQUILIBRIUM 


This  scientist  can,  indeed, 
communicate  with  others 


By  Dr.  Julia  T.  Gary,  Associate  Professor  of  Chemistry 


IT  is  the  exception  rather  than  the 
rule,  I  think,  when  one,  having 
been  asked  to  speak  on  a  par- 
ticular occasion,  is  given  complete 
freedom  as  to  the  choice  of  a  sub- 
ject. Finding  myself  in  this  enviable 
and  at  the  same  time  awesome  posi- 
tion, I  would  feel  disloyal  to  the  area 
of  my  primary  interest  and  training 


ABOUT  THE  AUTHOR 

Miss  Gary,  who  holds  the  A.B.  degree  from 
Randolph-Macon  Woman's  College  and  the  M.A. 
and  Ph.D.  degrees  from  Emory  University,  is 
making  an  enviable  place  for  herself  in  Agnes 
Scott's  life.  She  came  to  the  College  with  the 
Class  of  1961,  and  was  faculty  sponsor  for  the 
1961  chapter  of  Mortar  Board.  {This  article  is  her 
Mortar  Board  Convocation  address.)  She  is  fac- 
ulty chairman  of  Sophomore  Parents'  Week  End 
and  also  is  chairing  one  of  the  committees  in 
the  College's  self-study  program,  that  on  student 
personnel  —  student    activities    and    organizations. 


if  I  were  not  to  speak  about  chemis- 
try, or  at  least  about  something  scien- 
tific. This  is  to  say  nothing  of  the 
fact  that  I  like  to  talk  about  chem- 
istry. 

The  particular  aspect  of  chemistry 
that  I  have  chosen  is  equilibrium. 
The  recognition  of  this  phenomenon, 
operative  in  chemical,  physical,  and 
biological  systems,  and  the  principles 
which  have  been  deduced  from  it, 
make  equilibrium  one  of  the  most 
fundamental  concepts  of  scientific 
thought.  And  I  would  like  to  suggest 
to  you  that  this  concept,  in  its  quali- 
tative aspects,  is  equally  valid  for  us 
as  individuals  and  for  the  society  in 
which  we  live. 

When  one  observes  a  rapid  chem- 
ical reaction  or  a  simple  physical 
transformation  take  place  in  a  sys- 
tem, one  sees  the  reactants  in  their 


\ 


H 


c  I 


initial  states  and,  finally,  the  pi 
ucts  in  an  apparent  state  of  rest, 
what  one  does  not  see  is  equally 
important  as  what  is  visible 
system,  after  the  reaction  has  ta 
place,  is  not  a  static  one;  on  the  c 
trary,  it  is  dynamic.  What  appe  B 
to  be  a  static  restful  system  is 
reality,  the  net  result  of  two  oppos  | 
reactions,  proceeding  with  ei 
speeds  but  in  opposite  directions.  1 
is  called  a  state  of  equilibrium.  T 
for  example,  the  simple  process 
sweetening  iced  tea.  The  first 
spoon  of  sugar  dissolves,  on  stirri 
with  considerable  ease.  The  sec< 
teaspoon  of  sugar  is  more  difficul 
dissolve,  and,  on  addition  of 
third,  repeated  stirring  will  not  fc 
solution  of  the  sugar.  The  syst 
iced  tea  plus  sugar,  is  now  in  a  s' 
of   equilibrium.    Two    reactions,   It 


THE  AGNES  SCI 


♦sible  to  the  eye,  are  taking  place 
I  equal  rates.  One  is  the  solution 
.E  tiny  grains  of  sugar  and  the  other 
j  the  passage  of  sugar  from  solution 
£ck  to  the  solid  state.  Or  take  the 
fer-pressing  problem  of  weight  con- 
ifol.  An  equilibrium  exists  and  weight 
J  constant  when  the  rate  at  which 
glories  are  expended  by  the  body  in 
metabolism  is  equal  to  the  rate  at 
fhich  calories  are  supplied  by  the  in- 
like  of  food.  If  these  two  rates  are 
ot  equal,  weight  loss  or  weight  gain 
Ipsults. 

i  For  any  given  system,  the  state  of 
fluilibrium  is  the  state  of  maximum 
;ability  and  all  systems  proceed 
pontaneously  toward  this  state. 
I  I  would  like  now  to  suggest  that  we 
>pply  this  concept  of  equilibrium  to 
idividuals  and  to  society. 
Not  one  of  us  is  so  naive  as  to 


fail  to  realize  that  there  is  some  op- 
position to  everything.  There  are 
forces  operative  against  communism, 
against  democracy,  against  atomic 
experimentation,  against  some  of  our 
rules  here  at  Agnes  Scott.  But  our 
system  of  education  and  of  freedom 
of  thought  encourages  criticism  and 
questioning.  The  observable  stable 
state  results  when  these  forces  are 
balanced  by  those  which  act  in  the 
opposite  direction. 

If  this  were  all  that  could  be  said 
about  equilibrium  I  would  be  pro- 
posing a  stagnant  society  in  which 
change  and  progress  and  regression 
are  impossible.  This,  however,  is  not 
the  case.  A  French  chemist,  Le  Cha- 
tclier,  made  a  deduction  from  obser- 
vations which  is  familiar  to  every  stu- 
dent of  even  elementary  chemistry. 
Le  Chatelier's  principle  tells  us  that 
if  we  change  the  conditions  under 
which  a  system  is  operating,  the  sys- 
tem will  shift  its  equilibrium  posi- 
tion in  a  way  that  is  forced  by  the 
stress.  Temporarily,  the  state  of  equi- 
librium is  upset,  but  as  soon  as  the 
system  adjusts  to  change,  equili- 
brium is  once  again  established,  but 
in  a  new  position.  Chemically,  these 
stresses  which  affect  a  system  are 
changes  in  the  concentration  or  quan- 
tity of  one  of  the  substances  present, 
changes  in  temperature,  and  changes 
in  pressure.  If  we  return  to  our  glass 
of  iced  tea  in  which  sugar  would  no 
longer  dissolve  and  warm  the  con- 
tents, even  slightly,  more  sugar  dis- 
solves and  a  new  position  of  equili- 
brium is  reached,  this  one  represent- 
ing more  dissolved  sugar  and  less  un- 
dissolved sugar  than  the  previous 
state. 

Perhaps  you  read  an  article  in  the 
February,  1961,  issue  of  The  Atlantic 
Monthly  in  which  Dr.  Carl  Binger 
discusses  "The  Pressures  on  College 
Girls  Today."  Here,  I  think,  we  can 
see  some  of  the  stresses  which  cause 
an  upset  in  the  state  of  human  equili- 
brium— the  career,  can  it  or  can  it 
not  be  successful  for  those  who 
marry;  the  desire  for  a  special  kind 
of  security;  depression  resulting 
from  poor  academic  performance; 
questions  and  disappointments  re- 
garding relations  with  men.  Dr.  Bin- 
ger throws   out  a   challenge   to  col- 


leges when  he  says  that  a  college  is 
doing  only  a  part  of  its  job  if  it  dis- 
regards these  stresses  and  is  con- 
cerned only  with  an  "intellectual  con- 
ditioning" that  might  be  mistaken 
for  education. 

In  the  realm  of  social  action,  eco- 
nomics, politics,  and  international  re- 
lations, we  can  see  numerous  causes 
for  upsets  in  the  state  of  equilibrium. 
And,  in  many  instances,  in  relatively 
short  periods  of  time,  there  is  evi- 
dence of  a  shift  in  position  and  a  re- 
turn to  a  stable  state.  Just  a  few 
months  ago,  the  equilibrium  at  the 
University  of  Georgia  was  disturbed, 
thrown  into  chaos,  when  a  court  rul- 
ing forced  the  admission  of  two  Ne- 
gro students  to  the  university.  Now 
a  new  stable  state  has  been  attained, 
one  which  may  or  may  not  last  for  a 
long  time.  But  it  will,  to  be  sure,  re- 
main stable  until  some  pressure  is 
exerted  when  the  point  of  equilibrium 
will  once  again  shift  to  relieve  the 
stress. 

What,  then,  of  catalysts  for  attain- 
ing the  point  of  equilibrium?  Chem- 
ically, a  catalyst  is  a  substance  which 
increases  the  speed  of  a  reaction,  en- 
abling the  state  of  equilibrium  to 
be  reached  more  easily  and  thus  more 
rapidly  than  if  the  catalyst  were  not 
present.  In  a  recent  article  deploring 
what  he  calls  "averagemanship"  as  a 
product  of  American  education,  Dr. 
Joseph  J.  Mathews,  professor  of  his- 
tory at  Emory  University,  speaks  of 
the  "well-rounded  man  with  the  short 
radius"  and  of  the  person  who 
"knows  less  and  less  about  more  and 
more."  This  individual,  because  he 
or  she  has  been  molded  into  the 
American  scheme  of  averages,  is 
unable  to  assume  positions  of  leader- 
ship in  any  area  and  moves  along 
with  the  tide  instead  of  in  front  of 
it.  The  one  who  is  not  just  average 
and  who  is  able  to  move  in  front  of 
the  tide,  because  of  the  catalyst  she 
possesses,  is  increasing  the  ease  and 
the  speed  with  which  the  state  of 
maximum  stability  is  reached.  We  here 
and  others  who  are  likewise  fortunate, 
have  within  our  reach  the  most  pow- 
erful catalyst  conceivable.  This 
catalyst  is  an  intimate  mixture  of 
factual  information,  sound  judgment, 
and  an  unselfish  concern. 


ALUMNAE   QUARTERLY  /   SUMMER   1961 


America 


mmk 


■■■■■WHWI 


Elliott's  Studio 


Eugene  R. 


XV  OBERT  FROST  remarked  th.j 
other  day  that  "Education  doesn'j 
change  life  much.  It  just  lifts  troubltj 
to  a  higher  plane  of  regard."  In  de 
livering  himself  of  that  cheerfully 
fli])pant  aphorism,  he  probably  mean 
primarily  to  imply  that  in  acquin 
ing  an  education  we  also  acquin 
I  whether  we  like  it  or  not  I  a  greate 
awareness  of  our  own  and  othe] 
people's  problems.  But  his  point  als| 
draws  attention  to  an  odd  fact 
people  living  the  supposedly  cloisj 
tered  life  of  students  or  academic^ 
particularly  at  colleges  which,  likj 
this  one,  are  devoted  to  the  study  o] 
the  liberal  arts,  are  often  far  morl 
aware  of  important  issues  than  pen 
sons  who  have  graduated  into  life  ij 
the  supposedly  wider  outside  world 

I  suppose  it  is  inevitable  that  moi 
of  us  narrow  our  mental  horizon] 
when  we  complete  our  formal  educJ 
tion.  Paradoxically,  in  emerging  inU 
the  adult  world,  we  usually  conceJ 
trate  our  powers  within  a  more  rl 
stricted  range  than  heretofore.  TrI 
demands  of  a  new  job  to  be  learnel 
— or  perhaps  of  a  new  family — ol 
cupy  much  of  our  thoughts.  Othd 
people's  interests,  other  people! 
troubles,  sink  to  a  lower  plane  I 
regard. 

To  a  great  extent  this  is  only  rigl 
and  proper.  The  wholeheartednel 
with  which  most  Americans  attaoj 
the  problems  of  their  work,  the  wa 
in  which  they  are  prepared  to  devol 
all  their  efforts  to  the  achievemel 
of  a  single  objective,  goes  far.  I  h| 


ABOUT  THE  AUTHOR 

Mr.  Black,  president  of  the  International  Bank  I 
Reconstruction  and  Development,  known  mil 
familiarly  as  The  World  Bank,  is  a  native  AtlJ 
tan  and  a  graduate  of  the  University  of  Georgi 
When  Dr.  Alston  introduced  him  as  Agnes  Scol 
1961  Commencement  speaker,  he  characteri; 
him  as  "one  of  the  most  useful  and  distinguish 
American    citizens.    .   .   ." 

THE  AGNES  SCC 


jverriding  Concern  Today 

\ses  our  moral  responsibility  for  all  the  world's  peoples 


liieve,  toward  explaining  this  coun- 
try's present  wealth  and  international 
stature. 

On  the  other  hand,  our  own  per- 
sonal lives  may  be  the  poorer.  Even 
[if  the  work  we  undertake  is  congenial 
find  worthwhile,  it  alone  is  unlikely 
f:o  make  the  fullest  use  of  our  abili- 
ies  and  training.  A  good  many  of 
Ifou  will  have  to  face  this  problem 
Lhen  you  marry  —  bringing  up  a 
family  is  infinitely  rewarding,  but  it 
,s  also  confining. 

'  We  all  need  to  try  to  keep  those 
vider  horizons  which  were  opened 
lp  for  us  in  our  college  days.  Man 
s  not  an  island,  nor  is  each  country 
iufficient  unto  itself.  Our  participa- 
tion in  the  world  cannot  be  limited 
o  our  own  backyard  if  we  are  to  do 

worthwhile  job  as  citizens  or  as  a 
lation. 

It  is  a  truism  that  today  America 
annot  live  apart  from  the  rest  of  the 
corld.  The  United  States  must  now 
rade  and  work  as  part  of  the  in- 
ernational  community;  science  and 
echnology  have  reduced  the  sig- 
nificance of  the  gaps  of  time  and  dis- 
ance  that  once  limited  our  communi- 
lations  with  other  peoples,  and  often 
ffectively  insulated  us  from  their  dif- 
iculties. 

Those  other  peoples,  too,  have 
hanged.  Their  concerns  have  be- 
ome  less  remote  from  our  own. 
here  are  new  forces  at  work  among 
lem,  often  released  by  our  own  ex- 
mple.  Some  of  these  forces  we  can 
relcome  as  corresponding  with  our 
wn  ideas  and  ideals,  while  others 
e  must  recognize  as  being  hostile  to 
ur  own  interests  and  to  everything 
)r  which  we  believe  our  society 
:ands. 

Just  as  we  are  forced  to  become 
ware  of  other  nations,  so  they  are 
lcreasingly  aware  of  us.  And  the 
icture  they  have  is  not  always  flat- 
ting. Most  of  the  older  nations — 
nd  Europe  in  particular — long  ago 


decided  that  we  were  rich,  friendly, 
uncultured,    materialistic  and   rather 
naive  fellows,  with  a  talent  for  mak- 
ing money  and  treading  on  people's 
corns.  The  younger  countries — those 
which  have  matured  or  achieved  na- 
tional consciousness  in  recent  years 
— often  have  a   more   distorted   and 
less    innocuous   picture.    There    is    a 
widespread  belief  among  the  poorer 
nations  that  when  we  Americans  look 
outside  our  own  country   we  do   so 
chiefly  in  the  hope  of  furthering  quite 
selfish  interests;    that  however  inno- 
cent and  kindly  our  deeds  may  ap- 
pear,  our   real   motive  is   to   impose 
our  own  commerce  and  culture,  our 
own  diplomacy  and  strategy,  on  the 
rest  of  the  world.   Naturally  this   is 
an  interpretation  that  our  enemies  do 
all   they   can    to    encourage.    It   is   a 
tragedy  that  with  so  much  evidence 
to  prove  that  the  picture  is  false,  we 
ourselves  often   seem  almost  equally 
determined  to  prove  that  it  is  true. 

The  evidence  of  its  falsity  is  clear 
enough  to  us  and  to  the  more  sophis- 
ticated of  our  friends.  In  Europe,  for 
instance,  the  generosity  and  dazzling 
success  of  the  Marshall  Plan,  by 
which  we  helped  to  restore  the  war- 
shattered  economies  of  more  than  a 
dozen  nations,  made  a  genuine  im- 
pression that  no  amount  of  propa- 
ganda, or  of  clumsiness  on  our  own 
part,  is  likely  to  erase.  And  we  can 
point  to  plenty  of  other  examples  of 
American  financial,  material  and 
technical  help  given  with  no  expecta- 
tion of  a  direct  return  in  increased 
military  security,  or  commercial  or 
political  advantage. 

Moreover,  our  aid  has  not  been 
provided  without  some  sacrifices.  Be- 
cause the  United  States  is  a  very  rich 
country,  we  have  not  felt  too  acutely 
the  pinch  of  giving  on  such  a  scale. 
But  it  has  cost  us  a  higher  level  of 
taxation  than  might  otherwise  have 
been  needed. 

Much  of  the  money  we  spend  over- 


seas, we  do  of  course  spend  directly 
in  our  own  interest.  A  great  part  of 
it  goes  to  strengthen  our  own  and 
our  allies"  armed  forces,  in  the  name 
of  achieving  a  common  security. 
Some  of  the  loans  made  by  American 
agencies  are  straightforwardly  in- 
tended to  finance  exports  of  Ameri- 
can-made goods.  And  some  foreign 
aid  is  extended  in  the  hope  of  keep- 
ing or  winning  friends  in  the  arena 
of  international  politics. 

But  anyone  who  knows  America 
knows  that  these  are  not  the  decisive 
reasons  why  the  foreign  aid  program 
has  continued.  Taken  singly  or  taken 
together,  they  would  not  be  enough 
to  explain  our  assistance  to  other 
countries.  There  is  another  reason 
that  is  fundamental  to  all  the  rest:  at 
bottom,  we  act  trom  a  conviction  that 
as  human  beings  we  have  a  re- 
sponsibility to  help  our  fellow  human 
beings  when  help  is  needed.  What 
moves  us  most  is  not  the  prospect  of 
building  armies,  or  increasing  ex- 
ports, or  even  winning  friends  for 
our  diplomacy.  What  moves  us  most, 
I  am  convinced,  is  the  desire  to  do 
something  about  the  hunger,  the  sick- 
ness and  the  poverty  that  is  the  lot  of 
most  of  mankind. 

We  are  strangely  reluctant  to  ad- 
mit this.  Some  Americans,  in  fact, 
seem  to  find  altruism  shameful.  They 
apparently  believe  that  generosity  is 
more  soft-headedness,  and  that  they 
have  shown  unpardonable  weakness 
in  not  behaving  like  the  hard-hearted 
capitalist  exploiters  of  the  poor  our 
enemies  would  have  people  believe  us 
to  be.  I  suppose  that  it  is  understand- 
able that  a  hard-pressed  politician 
should  tell  the  people  he  represents 
that  it  is  to  "fight  communism"  or  to 
boost  exports  that  he  agrees  to  the 
spending  in  distant  lands  of  the  taxes 
they  reluctantly  contribute.  But  so 
long  as  we  say  this  and  nothing  else, 

(Continued  on  next  page) 


LUMNAE  QUARTERLY  /   SUMMER   1961 


America's  Concern 

(Continued) 

it  can  hardly  be  wondered  that  people 
abroad  should  become  convinced  that 
our  ends  are  entirely  selfish,  that  our 
true  intention  is  to  prosper  at  their 
expense.  We  stand  convicted  out  of 
our  own  mouths. 

Nor  is  it  much  better  if  abroad 
we  explain  our  help  chiefly  by  refer- 
ences to  a  belief  in  encouraging  the 
institutions  of  freedom,  democracy, 
or  free  enterprise.  These  ideas  mean 
a  great  deal  to  us,  but  they  can  have 
little  meaning  to  a  peasant  whose 
main  concern  is  to  stay  alive,  who 
has  too  little  to  eat,  too  little  to  wear 
and  only  a  wretched  hovel  in  which 
to  sleep,  and  who  is  almost  always 
in  poor  health.  We  must  recognize  that 
if  we  can  explain  our  motives  only 
in  terms  of  abstract  political  con- 
cepts, we  shall  not  be  able  to  make 
ourselves  understood  by  most  people 
in  the  two-thirds  of  the  free  world 
that  is  underdeveloped. 

And  if  neither  we  nor  the  re- 
cipients are  clear  about  our  motives, 
the  chances  are  that  any  help  we 
give  will  be  largely  wasted.  Unless 
we  have  as  our  first  and  overriding 
concern  the  welfare  of  the  people 
we  are  trying  to  help,  our  efforts  are 
likely  to  be  useless:  if  we  go  into  a 
country  with  muddled  motives  we 
shall  almost  certainly  also  muddle 
our  objectives.  Aid  given  on  this 
basis  will  fall  far  short  of  what  might 
reasonably  be  done  to  bring  about  a 
real  improvement  in  living  standards. 
The  only  rewards  we  reap  may  be 
mutual  misunderstanding,  frustration 
and,  eventually,  resentment. 

If  we  are  to  make  our  help  ef- 
fective, we  must  make  our  moral  con- 
cern count;  we  must  concentrate  all 
our  efforts  on  the  real  needs  of  the 
people  we  are  helping.  We  must  make 
their  well-being  our  first  objective, 
instead  of  thinking  of  it  as  the  tail 
to  the  kite  of  our  military,  commer- 
cial or  diplomatic  policy.  If  we  do 
that,  we  can  be  pretty  confident  that 
our  aid  will  do  the  most  for  these 
people  that  it  possibly  can,  and  will 
also  foster  a  mutual  respect  between 
them  and  us  which  in  the  long  run 
is  more  likely  to  help  us  toward  our 


national  objectives  than  any  attempt 
to  buy  or  subsidize  their  support.  On 
these  terms,  and  in  this  spirit,  I  be- 
lieve that  we  can  work  far  more  ef- 
fectively in  the  poorer  countries. 

America  today  provides  a  standing 
challenge  to  these  countries,  making 
it  impossible  for  them  to  be  content 
with  their  former  lot.  Almost  every- 
where, the  traditional  fabric  of  their 
societies  has  been  weakened,  and 
sometimes  destroyed.  Western  com- 
munications, western  industry  and  its 
products,  western  commerce,  western 
manners  and  notions  of  status  and — 
perhaps  most  important  of  all — west- 
ern medicine  have  all  played  a  part. 
Throughout  the  underdeveloped 
world,  changes  have  come  about  that 
cannot  be  reversed,  and  hopes  have 
been  lighted  that  will  not  easily  be 
extinguished.  If  these  hopes  are  to  be 
realized,  the  developing  countries  are 
going  to  need  a  great  deal  of  as- 
sistance from  America  and  from  the 
other  industrialized  nations  of  the 
West  in  the  years  immediately  ahead. 
If  we  choose  to  help  them,  we  have 
much  to  offer. 

And  we  ought  to  help  them. 

In  our  own  material  interest,  we 
ought  to  help.  We  cannot  hope  for  a 
peaceful  world  if  we  leave  so  many 
people  in  want  of  even  the  barest  ne- 
cessities for  decent  living.  If  only  for 
this  reason,  the  effort  to  bring  these 
people  out  of  poverty  must  concern 
you  directly.  Your  own  future,  and 
the  future  of  your  husbands  and 
families,  will  depend  on  whether  we 
succeed  or  fail.  If  we  succeed — if  we 
can  work  along  with  the  poorer  coun- 
tries, and  can  convince  them  that  we 
are  concerned  about  their  needs  and 
willing  to  make  continuing  sacrifices 
to  help  them — then  we  can  hope  to 
still  the  worst  pangs  of  their  discon- 
tent. But  if  we  fail,  then  we  must 
expect  that,  sooner  or  later,  they  will 
align  themselves  against  us,  and  very 
probably  with  our  enemies.  Then  the 
outlook  will  be  black  indeed.  In  this 
severely  practical  sense,  I  believe  the 
problem  of  world  poverty  to  be  quite 
as  important  to  you  and  to  our  coun- 
try as  any  military  problems  we  have 
to  face. 

But  there  is  another  reason  why 
we  ought  to  help   the  poorer   coun- 


tries, and  why  I  have  chosen  to  speak 
to  you  about  their  needs.  I  believe 
that,  at  bottom,  this  is  a  moral  prob 
lem.  Let  the  experts,  the  engineers 
and  economists,  deal  with  technical 
arguments;  it  is  you  as  citizens,  act- 
ing in  all  the  ways  open  to  citizens, 
who  will  ultimately  decide  what  is 
the  right  thing  to  do. 

Now  it  seems  to  me  self-evidently 
right  that  we  should  care  about  the 
millions  of  people  who  are  struggling 
against  hunger,  ignorance  and  dis- 
ease, and  that  we  should  give  prac 
tical  expression  to  our  concern.  It 
seems  to  me  that  if  we  cease  to  care, 
and  so  turn  our  backs  on  their  need, 
we  shall  deny  something  of  great 
value  to  ourselves  and  weaken  the 
moral  basis  of  our  own  American  so- 
ciety. I  think  President  Kennedy  had 
the  same  thought  when  in  his  hi' 
augural  address  last  January,  he  in> 
sisted  that  we  must  continue  to  help 
these  countries  because:  "If  the  free 
society  cannot  help  the  many  who  are 
poor  it  can  never  save  the  few  who 
are  rich." 

This  is  admittedly  simple  idealism, 
and    idealism    is    often    mocked    by 
those  who  consider  themselves  sophis- 
ticated. Yet  I  fancy  that  there  is  more 
than  a  tinge  of  envy  in  the  mockery. 
Idealism  is  traditional  among  Amer- 
icans;  it  is  one  of  the  best  strands 
in   our  national  character.   There  is 
real  danger,  however,   that  we   may 
lose  it  in  our  preoccupation  with  the 
demands  of  everyday  life,  and  so  h 
come  (as  some  accuse  us  of  ahead 
being)  mere  selfish  materialists.  In  th 
sense,  the  health  and  value  of  Amer 
ican  society  may  be  measured  by  the 
concern   we   show   for  the  needs   of 
the  poorer  countries.  We  might,  pe 
haps,     temporarily     achieve    greate: 
peace  of  mind  if  we  let  the  trouble: 
of   other   societies    sink    to    a    lowe: 
plane  of  regard.  But  we  should  do 
injury  to  ourselves,  as  well  as  to  the 
hopes     of     these     apparently-remote 
peoples,  if  we  chose  to  ignore  their 
needs.   Without  American   participa- 
tion   in    the    international    effort    to 
raise  living  standards,   much   of  th 
world    would    be    poorer.    But    in 
moral  sense,  it  is  we  who  would  b 
poorest  of  all. 


10 


THE  AGNES   SCOT 


Mr.  and  Mrs.  Lewis  H.  Johnson  were  honorec 
at  the  Miami  area  campaign  dinner  in  May 
Mr.  Johnson  is  associate  professor  emeritus  o 
music  and  Mrs.  Johnson  (Gussie  O'Neal)  is  at 
alumna  of  the  class  of  1911. 


DEATHS 


Institute 

Lottie  Ramspeck,  April  15. 

Academy 

Eppy  Clarke,  April  10,  1960. 
1922 

Robert  Murphy  Smith,  husband  of  Lois 
Polhill  Smith  and  father  of  '"Rookie" 
Polhill  Smith  Koenig  '56,  March  11. 

1926 

■n  Clarke  Martin   Wilson,  Feb.  10. 

1927 

Georgia  Mae  Burns  Bristow,  Nov.  22,  1960. 


1934 

Robert  Price  McConnell,  husband  of  Helen 
Boyd  McConnell,  Aug.  4,  1960. 


1938 

Mr.  T.  D.  Dunn,  Jr.,  father  of  Doris  Dunn 
St.  Clair  and  Martha  Dunn  Kerby  '41, 
March  30. 

1944 

Dr.  William  H.  Kirkland,  husband  of 
Miriam  House  Kirkland,  Dec.  23,  1960. 

1952 

Barbara  Grace  Palmour's  mother,  April  9. 


15 


^ 


The  Alumnae  Office  will  indeed  welcome  Emily 
Pancake  '61  as  a  full-time  member  of  its  staff 
on  September  1.  Emily,  who  has  worked  in  the 
Alumnae  Office  for  four  years  on  a  Student 
Service  Scholarship,  will  be  Secretary  in  the 
Alumnae  Office  and  a  Senior  Resident. 


\  \jKxa,  .  .  . 


A  Campaign  Fringe  Benefit:  The  Image  of  an  Alumna 


he  usual  long,  hot  summer  in  Georgia  has  not  yet  ap- 
eared.  Actually,  my  hands  are  so  cold,  on  this  late  June 
ly,  that  it  is  difficult  to  hold  my  pencil.  It  is  somehow 
isturbing  to  have  the  scent  of  magnolias  in  full  bloom 
lown  into  the  Alumnae  Office  on  a  sharp  shaft  of  cold  air. 

Perhaps  the  unseasonable  weather  is  good  for  one  of 
jr  major  concerns,  the  75th  Anniversary  Campaign, 
eports  flowing  in  from  the  six  areas  which  are  winding 
p  their  efforts  now  are  all  good  ones — Miami,  Fla., 
\ugusta  King  Brumby  '36,  chairman )  ;  Thomasville. 
a.,  (Bobbie  Powell  Flowers  '44,  chairman);  Washing- 
■n,  D.  C,  (Comdr.  Sybil  Grant  '34,  chairman)  ;  Phila- 
;lphia,  Pa.,  (Helen  Fox  '29,  chairman)  ;  New  Jersey 
VTitzi  Kiser  Law  '54,  chairman  )  and  New  York  ( Cissie 
piro  Aidinoff '51.  chairman). 

The  current  campaign  report  shows  a  total  of 
3,474,759  in  pledges  and  cash,  received  toward  our 
even-year  goal  of  $11,000,000.  Or,  to  say  it  another 
ay,  at  this  point  we  must  raise  $1,525,241  by  January, 
364,  to  complete  this,  Agnes  Scott's  greatest  effort. 

Cold  statistics,  though,  say  nothing  of  the  warmth  the 
rea  campaigns  have  engendered,  the  recognition  of,  re- 
>onsibility  for,  and  belief  in  the  kind  of  education 
gnes  Scott  offers.  Augusta  King  Brumby  '36,  Miami 
rea  Chairman,  expresses  this  much  better  than  I  can. 
be  writes : 

"You  know,  to  me,  this  isn't  just  another  Alumnae 
ssociation  Campaign  for  funds.  I  have  a  sense  of  mis- 
on  about  this — a  sense  of  urgency,  because  when  we 
ive  our  dollars  to  a  college  like  Agnes  Scott,  the  primary 
ling  we're  saying  is  that  we  believe  Christian  education 
i  be  the  hope  of  the  world.  You  know  without  my  tell- 
lg  you  that  we  are  in  a  life  and  death  struggle,  and  you 
now — that  the  atheism,  secularism  and  humanism  rife 
i  so  many  of  our  institutions  [of  higher  education], 
lay  into  the  very  hands  of  our  enemies  both  within  and 
ithout.  When  I  give  to  Agnes  Scott,  I  believe  that  I  am 
otually  placing  my  dollars  on  the  first  line  of  defense 
gainst  most  of  the  ills  that  beset  us  today. 

".  .  .  Maybe  I  sound  as  if  I  am  off  the  deep  end.  Well. 

LUMNAE  QUARTERLY  /   SUMMER   1961 


I   am!    Deep   in   the   faith   that   you   couldn't   give   your 
money  to  a  better  cause." 

Augusta  asked  the  alumnae  in  her  area  to  fill  out  a 
questionnaire  about  themselves,  and  I  want  to  share  some 
of  these  with  all  alumnae — would  that  this  page  could 
magically  expand  to  include  all  the  comments.  Each 
alumna  was  asked  at  the  end  of  the  questionnaire  to  com- 
plete two  sentences:  1.  As  I  look  back  to  college,  I  am 
grateful  for  -  -  -  ;  2.  I  regret  that  at  Agnes  Scott  I  did 
not  -  -  -  .  In  the  "grateful  for"  category  fall  answers  like 
"a  wonderful  liberal  arts  education.  It  opened  many 
doors  and  gave  keys  to  others;"  and  "placing  me  squarely 
upon  my  feet  as  a  complete  and  valuable  thinking  in- 
dividual and  challenging  me  to  use  my  intellect  in  all  of 
life;"  and  "its  background  of  knowledge  that  makes  one 
want  to  keep  on  learning  and  the  hard-to-describe  charm 
that  lies  in  its  surroundings  and  in  most  of  the  persons 
there."  My  own  favorite  statement  is  the  short  but  pro- 
found "I  am  grateful  to  Agnes  Scott  for  teaching  me  the 
meaning  of  my  life." 

In  the  regrets  column  fall  such  comments  as  "spend 
more  time  working  for  the  welfare  of  the  college.  I  was 
too  engrossed  in  all  that  I  was  receiving  to  give  very 
much;"  and  "finish."  or  "stay  longer,"  or  "graduate  be- 
fore I  married;"  and  "take  advantage  of  the  wonderful 
courses  offered  in  religion  and  philosophy,  and  so  many 
others,  that  I  want  so  badly  now;"  and  "If  I  have  a  re- 
gret, it  is  that  my  sense  of  values  was  so  established  that 
I  have  chosen  a  life  which  makes  it  unlikely  I  can  afford 
for  my  daughter's  four  years  at  Agnes  Scott! !" 

The  most  heartening  result,  to  me,  of  the  answers  to 
the  entire  questionnaire  was  proof  of  my  oft-expressed 
belief  in  what  the  "image"  of  an  Agnes  Scott  alumna 
truly  is.  I'm  sure  that  South  Florida  has  no  power  to 
make  this  sampling  invalid  so  that  this  image  would  hold 
true  in  any  other  location.  The  Agnes  Scott  alumna  is  a 
woman  who  keeps  herself  intellectually  alive  and  who 
gives  of  herself  unstintingly  to  her  family  and  to  leader- 
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FALL  196  1 


ALUMNAE  QUARTERLY 


Does  Education 

Bring  Disillusionment  ? 

See  page  6 


■m 


THE 


eott 


FALL    1  9  6  J  Vol.  40,  No. 

ALUMNAE    OUARTERL' 


Ann  Worthy  Johnson  '38,  Editor 
Dorothy  Weakley  '56,  Managing  Editor 


CONTENTS 


4     Commitment  to  Learninc 

by  C.  Benton  Kline,  Jr. 

6     Beyond  Disillusionment 

by  William  F.  Quillian,  Jr. 

10     Welcome.  Class  of  '65 

12     Class  News 

Eloise  Hardeman  Ketchin 


27     Worthy  Notes 


FRONT    COVER 


Perhaps  one  of  the  highlights  of  the  freshmen  orientation  activities  is  a  picnl 
and  dance  with  the  Georgia  Tech  Freshmen.  (Photograph  by  Fred  Powledgei 

Frontispiece  (opposite!  :  John  Kline,  son  of  Dean  and  Mrs.  C.  Benton  Klirl 
Jr..  and  President  and  Mrs.  Alston  enjoy  the  fun  of  Black  Cat  Day. 


The  Agnes  Scott  Alumnae  Quarterly  is  published  jour  times  a  year  (November, 
February,  April  and  July)  by  the  Alumnae  Association  of  Agnes  Scott  College 
at  Decatur,  Georgia.  Yearly  subscription.  $2.00.  Single  copy  50  cents.  Entered 
as  second-class  matter  at  the  Post  Office  of  Decatur,  Georgia,  under  Act  of 
August  24.  1912.  MEMBER  OF  AMERICAN  ALUMNI   COUNCIL 


Moment  of  Mirth 

FALL  1961 


Black  Cat  Community  Day — 
requiring  the  endeavors  of  many, 
symbolizing  the  acceptance  of  the  new, 
culminating  in  merriment  for  all. 


COMMITMENT 

TO 


LEARNING 


ABOUT   THE   AUTHOR 

C.  Benton  Kline,  Jr.,  associate  pro- 
fessor of  philosophy  and  dean  of 
the  faculty,  delivered  the  address 
at  the  Phi  Beta  Kappa  Convocation. 
He  came  to  Agnes  Scott  in  1951  as 
assistant  professor  of  philosophy.  An 
ordained  Presbyterian  minister,  he 
holds  the  B.A.  degree  from  the  Col- 
lege of  Wooster,  the  B.D.  and  Th.M. 
degrees  from  Princeton  Theological 
Seminary,  and  the  Ph.D.  degree  from 
Yale  University.  His  particular  field 
is  the  philosophy  of  religion.  He  and 
his  wife,  Chris,  their  two  children, 
John,  10,  and  Mary  Martha,  5,  have 
recently  moved  to  "Kennedy  House," 
341  South  Candler  Street,  Decatur, 
where  students  are  always  welcome. 


ONE  OF  THE  PERSISTENT  IDEAS 
which  occurs  in  that  segment 
of  contemporary  thought 
known  as  existentialism  is  character- 
ized by  the  term  engagement.  To  be 
engage  is  to  be  involved.  To  be  in- 
volved is  to  exist  truly  —  to  enter 
into  the  fullness  of  human  existence. 
And  only  through  involvement  is  it 
possible  for  one  to  attain  true  knowl- 
edge of  the  nature  of  human  exist- 
ence. One  cannot  be  human  or  know 
humanly  if  one  is  detached. 

The  notion  of  involvement  is  of- 
fered in  direct  rebuttal  to  the  ideal 
of  classical  science,  where  detachment 
is  the  necessary  condition  of  knowl- 
edge and  of  truth.  The  scientist  seeks 
to  avoid  personal  involvement  in  the 
process  which  he  studies.  The  experi- 
menter spoils  the  experiment  if  he  or 
his  person  is  in  any  way  involved  in 
it.  Only  under  the  conditions  of  most 
rigorous  control  can  scientific  knowl- 
edge be  won.  And  the  heart  of  the 
scientific  process  lies  in  its  repeata- 
bility by  any  person  or  group  of 
persons.  Who  makes  the  discovery, 
performs  the  experiment,  takes  the 
data,  has  nothing  to  do  with  the  real- 
ity of  the  discovery,  the  result  of  the 
experiment,  the  accuracy  of  the  data 
—  or  should  not. 

Against  this  scientific  ideal  of  de- 
tachment   the    existentialist    sets    his 


plea  for  involvement.  The  classic  ex 
pression  of  this  is  in  the  statemen 
of  the  Danish  philosopher  and  fathe: 
of  contemporary  existentialism,  Sorei 
Kierkegaard:  "Truth  is  subjectivity.' 
This  is  not  to  say  that  truth  is  sub 
jective  or  that  truth  is  what  I  wish  i 
to  be.  What  Kierkegaard  means  i 
that  truth  involves  the  subject,  th 
self,  the  person.  Truth  that  counts  no 
only  lays  its  claim  upon  me  but  is 
attained  only  through  my  self-corn 
mitment,  my  self-involvement. 

The  contemporary  philosopher 
Karl  Jaspers,  advances  a  similar  no> 
tion  in  his  conception  of  philosophis 
che  Glaube,  literally  translated  as 
philosophical  faith.  Most  philoso 
phers  are  annoyed  if  not  horrified  al 
the  idea  of  faith  having  anything  to 
do  with  philosophy.  For  philosophy 
modeled  on  science,  seeks  truth  ob 
jectively.  But  Jaspers  is  saying  that 
commitment,  or  faith,  lies  at  the  very 
heart  of  the  philosophical  enterprise. 
The  attainment  of  truth  about  the  na- 
ture of  reality  and  the  meaning  of 
existence  requires  the  involvement  of 
the  philosopher. 

Lest  we  assume  that  this  attitude 
is  only  a  phenomenon  of  the  recent 
past  and  the  present,  we  must  recall 
that  St.  Augustine,  in  the  late  fourth 
and  early  fifth  century,  suggested 
that  understanding  follows  upon  faith, 

THE  AGNES  SCOTT 


x.  C.  Benton  Kune,  Jr. 


bat  a  man  cannot  truly  know  any- 
hing  which  matters  most  until  he  as 

person  stands  in  a  proper  relation 
o  moral  ideals  and  to  God.  A  man's 
ision  of  reality  is  clear  or  distorted 
s  his  life,  his  whole  being,  is. 

It  is  not  my  purpose  to  convert  you 
o  existentialism  but  to  make  you 
hink  a  little  about  the  importance  of 
nvolvement  in  learning.  For  I  am 
onvinced  that  your  involvement  is 
diat  makes  learning  vital  and  indeed 
iossible  at  all.  The  fact  that  this  col- 


ln  his  Phi  Beta  Kappa  address, 
the  Dean  of  the  Faculty  proposes 
that  to  be  involved  is  to  exist  truly 

By    C.    BENTON    KLINE,    JR 


lege  is  committed  to  learning  can 
have  only  marginal  impact  unless  and 
until  you  become  involved.  Learning 
does  not  take  place  because  of  the 
commitment  of  the  institution;  learn- 
ing requires  the  commitment  of  the 
individual. 

To  be  involved  in  learning  is  to 
commit  yourself  to  the  life  of  the 
mind.  Those  of  us  on  the  faculty  have 
committed  ourselves  professionally  to 
this  life.  This  is  our  life  and  also 
our  livelihood.  And  though  we  all 
hope  that  some  of  you  will  also  com- 
mit yourselves  professionally  to  learn- 
ing, what  we  expect  and  desire  most 
is  that  you  will  come  to  make  the  per- 
sonal commitment  that  learning  re- 
quires. Our  hope  and  ideal  is  that  you 
will  move  beyond  the  merely  external 
relation  to  the  academic  and  become 
involved  in  the  process  of  learning. 

Only  in  this  way  can  you  discover 
what  learning  really  is  and  taste  for 
yourself  its  delights.  I  contrasted  a 
little  while  ago  the  detachment  of 
science  with  the  involvement  of  ex- 
istential truth.  But  while  science  has 
detachment  as  its  method,  the  scien- 
tist is  not  detached  from  science.  He 
is  deeply  committed,  deeply  involved. 
So  also  is  the  mathematician,  the 
philosopher,  the  artist,  the  historian, 
the  economist,  the  literary  critic.  On 
their    commitment    and    involvement 


depends  the  energy  of  their  life  and 
their  attainment. 

Let  me  take  another  cue  from  the 
existentialist,  who  frequently  finds  the 
key  to  the  meaning  of  reality  in  hu- 
man life  and  in  personal  relations. 
Think  of  the  sequence  of  the  rela- 
tionship of  young  man  and  young 
woman.  One  begins  with  a  blind  date, 
a  relation  with  very  little  involve- 
ment. Then  comes  a  "real  date", 
where  the  commitment  is  more  per- 
sonal. One  progresses  to  being  pinned, 
a  more  or  less  permanent  involve- 
ment. Then  comes  engagement,  a 
rather  deep  commitment.  And  the 
relation  is  made  permanent  and 
reaches  the  full  extent  of  commit- 
ment and  involvement  in  marriage. 

None  of  you,  or  I  hope  none,  came 
to  Agnes  Scott  on  a  blind  date  with 
learning.  You  began  at  least  with  a 
date  proper,  an  invitation  issued  and 
accepted.  By  now  I  hope  that  you 
are  pinned  —  to  the  learning  process, 
to  the  adventure  of  the  mind.  Some 
of  you,  I  trust,  have  by  now  come  so 
far  that  you  are  engaged.  And  before 
you  leave  this  campus,  it  is  our  earn- 
est hope  that  you  may  give  that  deep- 
est commitment  of  marriage  to  learn- 
ing. For  then  you  will  continue  to  grow 
in  your  involvement  in  learning  and 
enjoy  through  all  the  days  of  life  the 
rich  rewards  that  learning  brings. 


KLUMNAE  QUARTERLY  /   FALL   1961 


BEYON 


Is  the  goal  of  a  college  to  upset 
many  of  the  ideas  and  beliefs 
the  students  bring  ivith  them? 
The  Honors  Day  speaker  tells 
how  this  disillusioning 
experience  is  valuable. 


By  DR.  WILLIAM  F.  QUILLIAN,  JR. 

President  of  Randolph-Macon 
Woman's  College 


ISILLUSIONMENT 


\, 


bout  A  month  AGO  I  was  chatting  with  a  recent 
andolph-Macon  graduate  and  in  the  course  of  our  con- 
ization she  commented:  "The  one  unmistakable  con- 
ibution  of  a  college  education  is  that  one  can  no  longer 
dogmatic  —  you  realize  that  there  is  another  side  to 
/ery  issue;  that  there  are  other  ways  of  looking  at  any- 
ring.  Many  of  the  ideas  and  beliefs  that  you  brought  to 
)llege  are  upset."  And  then  she  added:  "This  is  a  dis- 
lusioning  experience." 

Her  words  have  kept  ringing  in  my  ears — espe- 
ally  the  statement  that  this  "unmistakable  contribution 
E  a  college  education"  results  in  "a  disillusioning  expe- 
ence."  Does  this  mean  that  "disillusionment"  is  the  goal 
f  our  colleges  and  universities? 

Student  Goal 

Let  me  say  somewhat  parenthetically  that  I  am  not 
Iways  sure  just  what  goal  the  student  has  in  mind  when 
le  comes  to  college.  A  few  weeks  ago  the  Sunday  At- 
inta  Journal-Constitution  had  a  one-page  feature  spread 
n  "The  Kind  of  Man  Girls  Are  Looking  For."  One  of 
le  cute  young  things  pictured  in  the  story  was  quoted 
s  saying:  "I'm  a  sophomore  in  college.  Frankly,  I'd  quit 
1  a  minute  if  the  right  man  came  along.  Most  girls  go 
)  college  to  get  a  MRS.  degree  or  to  get  away  from 
ome."  I  do  not  believe  this  was  an  Agnes  Scott  student, 
ind  yet  I  wonder  if  the  average  freshman  at  Agnes  Scott 
r  Randolph-Macon  or  Wellesley  or  Northwestern  Univer- 
ity  or  wherever  has  a  very  clear  notion  of  what  she 
xpects  college  to  do  for  her.  And  often  her  parents  are 
ven  less  clear  about  this.  She  has  finished  her  secondary 
chool,  she  is  not  yet  ready  for  the  responsibilities  of 
larriage,  we  don't  know  what  to  do  with  her  at  home. 
d  —  off  to  college  she  goes  to  let  somebody  else  take 
ver  our  worries  about  her. 

However  vague  the  student  and  her  parents  may  be 
.s  to  what  they  expect  college  to  do  for  their  daughter, 
t  is  not  that  college  will  make  her  disillusioned.  The  all 
oo  typical  parental  notion  of  what  college  should  or 
hould  not  do  for  a  son  or  daughter  is  depicted  in  the 
artoon  in  which  the  father  is  saying:  "I  will  not  send 
ny  daughter  to  Vassar.  They  might  give  her  some  ideas." 
'arents  may  not  intend  that  college  bring  disillusionment 
o  a  daughter;  nevertheless,  as  my  recent  alumna  stated, 
ollege  can  and  does  bring  disillusionment.  Many  of  us 
lave  known  this  experience.  If  any  of  you  have  not  known 


it,  you  will  experience  it.  Throughout  history  such  disil- 
lusionment has  been  the  product  of  education  —  of  the 
honest  search  for  truth.  Who  can  forget  the  experience 
of  Socrates?  You  remember  that  in  Plato's  Apology  we 
are  told  that  the  oracle  at  Delphi  had  declared  Socrates 
to  be  the  wisest  of  all  men.  Upon  learning  of  this  and, 
aware  of  his  own  limitations,  Socrates  went  to  man  after 
man  who  had  the  reputation  for  wisdom  and  questioned 
him  —  but  only  to  conclude  that  "the  men  most  in  repute 
were  all  but  the  most  foolish."  In  many  of  Plato's  writ- 
ings we  are  brought  face  to  face  with  the  limitations  of 
our  own  knowledge.  For  example,  there  is  that  delightful 
dialogue,  Euthyphro,  in  which  Socrates  is  pressing  for 
an  adequate  answer  to  the  question,  "What  is  piety?" 
Back  before  my  "fall"  from  the  lofty  estate  of  the  teacher 
to  the  lowly  role  of  college  administrator,  I  had  my  be- 
ginning students  in  Philosophy  read  Euthyphro  and  I 
remember  their  despair  and  disillusionment  —  and  irri- 
tation —  as  they  followed  the  argument  of  this  dialogue. 
Some  of  you  will  recall  that  Socrates'  companion  in  this 
discussion,  Euthyphro.  is  one  who  early  in  the  dialogue 
unhesitatingly  acknowledges  that  what  distinguishes  him 
from  other  men  is  "his  exact  knowledge"  of  piety  and 
impietv.  However,  as  we  follow  this  discourse,  we  find 
that  Socrates  gently  but  firmly  reveals  the  fallacies  in  all 
the  proposed  meanings  of  piety  which  Euthyphro  sug- 
gests. Now.  what  disturbed  my  students  was  that  they 
originally  had  shared  Euthyphro's  confidence  that  "piety" 
could  be  easily  and  readily  defined  but  Socrates'  ques- 
tioning had  shattered  this  confidence. 

Disillusionment  Throughout  History 

This  disillusionment  with  one's  own  knowledge  or 
beliefs  has  been  occasioned  throughout  history  by  new 
break-throughs  and  advances  in  man's  knowledge  of  his 
world.  The  names  of  Copernicus  and  Galileo  call  to  mind 
the  challenges  presented  to  the  Christian  world  view 
which  had  prevailed  for  centuries  and  had  been  formu- 
lated with  such  precision  and  certainty  by  the  medieval 
theologians  and  philosophers.  Just  a  hundred  years  ago 
Darwin's  formulation  of  the  theory  of  evolution  again 
shook  the  confidence  of  the  Christian  in  his  world  view. 
Your  studies  in  anthropology  and  sociology  will  probably 
challenge  some  of  your  ideas  about  race.  The  same  thing 
happens  with  respect  to  your  ideas  in  economics,  politics 
and  religion.  And  all  of  this  makes  us  uncomfortable. 


aUMNAE  QUARTERLY  /   FALL   1961 


Man's  whole  approach 

to  knowledge  has  undergone 

a  radical  shift  causing 

a  general  disillusionment. 

BEYOND 
DISILLUSIONMENT 

Continued  from  page  7 

Today  you  and  I  are  confronted  by  another  great 
challenge  to  man's  understanding  and  knowledge  —  a 
challenge  brought  by  the  rapid  and  radical  changes  in 
the  basic  assumptions  which  underlie  our  outlook  on  life 
and  thus  are  reflected  in  our  science,  philosophy,  theol- 
ogy, art,  morality,  etc.  An  excellent  treatment  of  this 
challenge  appeared  in  the  August  26  issue  of  The  Satur- 
day Evening  Post  in  the  form  of  an  article  by  Huston 
Smith,  Professor  of  Philosophy  at  M.  I.  T.  (and  one  of 
the  most  constructive  minds  among  today's  philosophers) . 
In  this  article  entitled,  "The  Revolution  in  Western 
Thought,"  Dr.  Smith  first  identifies  what  he  considers  to 
be  the  three  controlling  presuppositions  of  the  "modern 
outlook,"  these  being  (in  abbreviated  form)  : 

1.  That  reality  is  ordered;  2.  That  man's  reason  can 
discern  this  order  in  the  laws  of  nature,  and  3.  Human 
fulfillment  comes  from  utilizing  and  complying  with  these 
laws  of  nature.  Then,  Dr.  Smith  expresses  the  belief  that 
this  "modern  outlook"  has  had  its  day  because  "reflective 
men  are  no  longer  confident  of  any  of  these  three  pre- 
suppositions." In  place  of  this  "modern  outlook"  which 
has  characterized  western  thought  since  the  time  of  the 
Renaissance,  he  sees  the  emergence  of  a  post-modern 
mind  as  one  which  questions  whether  reality  is  ordered 
and  whether  man's  reason  can  understand  it. 

Recent  advances  in  various  fields  reflect  a  corrobo- 
ration of  this  questioning  of  the  presuppositions  of  an 
ordered  ivorld  of  reality  which  man's  reason  can  embrace. 
In  science,  for  example,  we  find  physicists  like  P.  W. 
Bridgman  of  Harvard  suggesting: 


.  .  .  the  structure  of  nature  may  eventually  be 
such  that  our  processes  of  diought  do  not  corres- 
pond to  it  sufficiently  to  permit  us  to  think  about  it 
at  all.  .  .  .  'Ihe  world  fades  out  and  eludes  us.  .  .  . 
We  are  confronted  with  something  truly  ineffable. 
We  have  reached  the  limit  of  the  vision  of  the  great 
pioneers  of  science,  the  vision,  namely,  that  we  live 
in  a  sympathetic  world  in  that  it  is  comprehensible 
by  our  minds. 


Philosopherg   Approach  Change 

And  the  student  of  philosophy  finds  that  after  havin 
debated  for  2500  years  over  which  theory  of  reality,  - 
Naturalism,  Idealism,  Realism,  Materialism,  —  that  i 
which  metaphysical  system  —  is  true,  philosophers  toda 
have  turned  away  from  efforts  to  construct  such  logica 
coherent  interpretations  of  the  universe  as  a  whole.  It  : 
probably  safe  to  say  that  the  two  dominant  philosophic! 
movements  today  are  those  of  the  logical  analysts  and  th 
existentialists,  and  though  they  be  opposites  in  almos 
every  respect,  they  are  in  agreement  on  one  essentu 
point  —  namely,  in  doubting  that  reality  has  an  absolut 
order  which  man's  understanding  can  comprehend.  Sim 
larly,  theology  has  come  to  affirm  that  reason  is  incapE 
ble  of  adducing  support  for  beliefs  about  God,  freedon 
immortality  and  other  ultimate  questions.  Art  in  its  vai 
ious  forms  also  reflects  this  move  away  from  the  ordere 
and  the  ultimate.  In  contrast  to  the  period  when  grea 
paintings  dealt  with  sublime  subjects  and  themes,  cubisr 
and  surrealism  have  done  away  with  the  distinction  be 
tween  trivial  and  important  subjects.  Alarm  clocks,  drill » 
wood,  pieces  of  broken  glass  or  almost  anything  els 
become  suitable  subjects  for  the  serious  painter.  Aaroi* 
Copeland,  one  of  our  finest  modern  composers,  sees  thii 
development  in  music,  the  work  of  our  young  composer  > 
being  characterized  by  him  as  a  "disrelation  of  unrelatee 
tones.  Notes  are  strewn  about  like  membra  disjecta 
there  is  an  end  to  continuity  in  the  old  sense  and  an  em 
of  thematic  relationships." 

Now,  I  have  an  uncomfortable  feeling  at  this  poin 
—  it  is  that  for  the  past  few  minutes  I  have  been  flyin; 
rather  high,  so  much  so  that  some  of  vou  mav  have  gottei 
lost.  If  this  is  true,  it  is  no  fault  of  yours  but  rather  o 
mine  for  having  tried  to  condense  too  much  into  a  shor 
span  of  time. 

A  brief  resume,  however,  should  bring  all  of  us  to 
gether  again.  What  we  have  been  saying  is  that,  w-hethei 
or  not  it  is  the  goal  of  our  colleges  and  universities.  we 
cannot  escape  the  fact  that  education  brings  disillusion 
ment.  We  have  shown  this  to  appear  in  two  ways:  As 
with  Socrates'  friend.  Euthvphro.  the  questions  which  art 
raised  by  our  teachers  bring  disillusionment.  Here  I  an 
interpreting  "teachers"  broadly  to  include  not  only  the 
professor  in  the  classroom  but  the  books  and  magazines 
wTe  read,  the  experiments  performed,  the  visiting  lecture] 
or  preacher,  or  our  fellow  student  in  a  bull  session.  These 


3 


THE  AGNES  SCOT! 


uestions  bring  disillusionment  when  they  cause  us  to 
jcognize  that  some  of  our  cherished  and  most  confirmed 
eliefs  may  represent  something  less  than  the  whole 
uth.  Also,  we  have  tried  to  describe  a  radical  shift  in 
lan's  whole  approach  to  knowledge  and  to  show  that  this 
lift  has  brought  about  a  general  disillusionment  with 
re  belief  in  an  ordered  world  and  in  a  mind  capable  of 
nderstanding  that  world,  presuppositions  which  have 
;rved  as  a  basis  for  our  science,  philosophy,  theology 
nd  art  for  generation  after  generation. 

What  can  you  do  about  this  disillusionment  which 
as  probably  already  caught  up  with  some  of  you  and 
diich  will  eventually  come  to  all  of  you? 

There  are  three  suggestions  that  I  would  like  to  leave 
rith  you. 

One,  avoid  an   irresponsible   disillusionment  which 
ads  to  moral  and  intellectual  neutralism.  Such  a  view 
egards   this   disillusionment   as  being   the  "end   of   the 
oad."  This  mood  was  expressed  in  a  bit  of  verse  com- 
osed  for  a  class  play  while  my  wife  was  a  senior  at 
/assar.  Sung  to  the  catchy  little  tune  from  the  hit  musical 
omedy,  "Anything  Goes,"  these  Vassar  lines  are: 
The  freshman  when  she  goes  to  college 
Is  seeking  for  higher  knowledge. 
Each  senior  knows, 
"Anything  Goes." 

Two,  welcome  such  disillusionment  as  one  of  the 
nost  valuable  and  important  experiences  which  will  come 
o  you.  There  can  be  no  disillusionment  where  there  was 
lot  some  illusion.  And  illusion,  as  we  know,  is  a  false 
mpression,  an  unreal  or  misleading  image,  a  deceptive 
ippearance.  Such  illusions  result  in  prejudice,  i.e.,  judg- 
ng  an  individual  or  a  group  or  a  situation  without  ex- 
imining  the  relevant  facts,  and  they  result  in  dogmatism. 

Personal  Commitment 

Three,  go  beyond  disillusionment  by  being  willing  to 
make  a  personal  commitment  while  at  the  same  time  be- 
ing always  open  to  new  insights.  The  mature  person  is 
one  who  has  learned  to  combine  commitment  with  open- 
mindedness.  Probably  the  greatest  source  of  unfruitful 
disillusionment  is  the  practice  of  an  attitude  of  pseudo- 
objectivity  by  many  teachers  and  then  by  their  students. 
Such  a  teacher  feels  that  his  job  is  simply  to  lay  ideas  out 
before  the  student,  dissect  them  with  all  the  instruments 
of  criticism  at  his  disposal  and  then  leave  them  there  for 
dead.  But,  by  refusing  to  take  a  stand,  either  the  instruc- 
tor is  teaching  that  "Anything  Goes"  or  he  is  allowing 
his  students  to  be  indoctrinated  with  the  dogma  of  con- 
ventional values.  The  teacher  who  replaces  such  pseudo- 
objectivity  with  enlightened  subjectivity  or  commitment 
thereby  offers  the  student  the  opportunity  for  responsible 
decisions.  The  task  of  the  economics  professor  is  not 
finished  when  he  has  outlined  the  strengths  and  weak- 
nesses of  the  free  enterprise  and  the  social  welfare  sys- 


tems. His  task  has  ended  only  when  he  has  shared  with 
his  students  his  own  decision  as  to  the  merit  of  these 
systems  as  the  reasons  for  his  decision. 

To  the  student,  I  would  say:  Beware  if  you  find  a 
teacher  who  seeks  to  stand  behind  the  "authority"  of  a 
supposedly  objective  presentation  of  an  issue  and  de- 
mands submission  of  students  to  that  authority.  Bather, 
be  thankful  for  the  teacher  who,  having  analyzed  a  situa- 
tion or  a  position  carefully,  passes  beyond  the  point  of 
deliberation  to  decision  and  responsibility,  but  who  also 
displays  a  readiness,  indeed  an  eagerness,  to  examine  any 
new  evidence  and  to  revise  his  decision  if  the  evidence 
requires  this.  Only  through  the  resulting  encounter  of  the 
student  with  the  true  and  full  self  of  the  instructor  can 
free  and  responsible  citizens  be  produced. 

Half-way  House 

One  may  wonder  how  we  can  reconcile  personal 
commitments  and  open-mindedness.  The  answer  is  that 
beyond  our  disillusionment  about  particular  matters  there 
is  a  basic  faith  which  does  not  attach  itself  to  specific 
doctrines  but  is  a  generalized  orientation  toward  the 
world  as  a  whole  and  toward  all  life.  This  is  the  faith 
that  our  ideas  and  beliefs  are  not  complete  and  also  that 
they  will  not  reverse  their  present  direction,  but  rather 
that  additional  insights  will  enlarge,  clarify  and  refine 
our  present  ideas  and  beliefs.  Non-Euclidean  geometry 
has  not  overthrown  Euclid;  it  has  merely  enlarged  the 
field,  showing  Euclid's  findings  to  be  but  a  special  in- 
stance of  more  general  principles.  The  Darwinian  theory 
of  evolution  has  not  destroyed  the  Creator  God;  it  has 
merely  caused  man  to  refine  his  understanding  of  the 
working  of  the  creative  power  operative  in  the  universe. 
Such  enlargements  of  one's  perspectives  are  constantly 
taking  place  and  they  corroborate  the  basic  faith  that  any 
particular  idea  or  belief  is  incomplete  and  thus  subject  to 
refinement. 

In  Western  North  Carolina  there  is  a  mountain  which 
I  have  climbed  many  times  and  part  way  up  this  moun- 
tain there  is  a  house  which  we  have  come  to  call  the 
"half-way  house."  After  leaving  the  half-way  house  in 
one's  ascent  of  this  mountain  the  trail  becomes  very  steep 
and  the  going  is  difficult.  But  no  one  who  has  reached  the 
top  and  experienced  the  thrill  of  the  view  from  the  sum- 
mit could  ever  be  satisfied  with  stopping  his  climb  at  the 
half-way  house.  This  is  a  kind  of  parable  illustrating  the 
experience  of  the  college  student.  You  may  have  already 
experienced  the  half-way  house  of  disillusionment  —  or 
this  experience  may  still  be  ahead  for  vou.  Beyond  the 
half-way  house,  beyond  disillusionment  the  climb  is  not 
easy  but  the  reward  is  a  rich  and  meaningful  life.  You 
are  fortunate  to  be  in  a  college  which  will  bring  disillu- 
sionment to  you  but  also  whose  basic  faith  will  lead  you 
on  beyond  disillusionment. 


ALUMNAE  QUARTERLY  /   FALL   1961 


Fried    chicken    was    in    abundance    for    the    Georgia    Tech- 
Agnes    Scott    freshmen    at    the    annual    picnic    and    dance. 


The  amphitheater   had  a    new   look  when   the   rat-capped   freshmen 
gathered    before   dinner   for   a    jam   session,   complete   with    combo. 


WELCOME, 
CLASS  of  '6i 

Georgia  Tech  "ram 
brighten  orientatic 
activities  on  campjjj 


"Where  are  you  from"  and  "Do  you  know  .  .  ."  is   probably 
first    topic    of    conversation    when    each    freshman    locates    his  I 
her  group,   which    is   composed   of   about  twelve    couples 


Photographs  by  Fred   Powledge. 


Jepteinber  15,  1961  marked  the  be- 
inning  of  higher  education  for  the  213 
lembers  of  the  Class  of  1965.  These 
reshmen  joined  a  campus  community 
f  426  other  students. 

The  freshmen  come  from  143  high 
ohools — 124  public  and  19  private, 
he  geographic  distribution  is,  of 
ourse,  quite  varied,  with  South  Caro- 
na  having  the  largest  representation 
utside  of  Georgia.  Columbia,  South 
iarolina  has  the  largest  group  of  fresh- 
ien,  and  Lynchburg,  Virginia  is  sec- 
nd. 

Statistics  are  revealing,  but  they  can- 
ot  describe  the  many  facets  that  the 
rientation  program  encompasses.  The 
reshmen  arrived  five  days  before  the 
cademic  session  began  and  were  bom- 
arded  with  activities  ranging  from 
icnics  to  stimulating  discussions  of  the 
ovel  To  Kill  A  Mockingbird. 

One  of  the  highlights  of  the  social 
ccasions  is  a  picnic  and  dance  on  the 
gnes  Scott  campus  with  the  freshmen 
fom  Georgia  Tech.  The  Tech  students 
rrived  on  the  campus  at  5:00  p.m. 
nd  after  a  few  minutes  of  getting  ac- 
uainted  in  small  groups  they  gathered 
i  the  amphitheater  for  a  jam  session. 
.  picnic  supper  on  the  hockey  field  fol- 
>wed,  after  which  there  was  an  in- 
ternal dance. 

I  This  year  for  the  first  time,  the 
lumnae  Association  honored  the  new 
tudents  with  an  off-campus  Open 
louse.  Freshmen  were  invited  to  the 
bme  of  Betty  Lou  Houck  Smith  '35 
i  Atlanta,  where  the  members  of  the 
xecutive  Board  of  the  Alumnae  As- 
iciation  assisted  in  entertaining  them. 


ew  students  talk  with  Ann  Worthy  Johnson 
8,  Director  of  Alumnae  Affairs,  and  Eleanor 
utchens  '40,  President  of  the  Alumnae  Asso- 
ation  (extreme  right)  at  the  Open  House 
iven  by  the  Association. 


Betty  tou  Houck  Smith  '35  (seated,  center)  and  her  daughter,  Jo  Allison  '62  (seated, 
right)  enjoy  entertaining  the  freshmen  in  their  home.  The  students  pictured  are: 
(standing)    Renee    Crooks,    Sandra    Wallace,    Lebby    Rogers,    (seated)    Libby    Malone. 


LUMNAE  QUARTERLY  /   FALL   1961 


11 


! 


1 


DEATHS 


Institute 

Mary  McAshan  Gibbs,  June  1958.  Osmond 
L.  Barringer,  husband  of  Alice  Cowles 
Barringer,  June  29.  Gen.  Eugene  Mead 
Caffey,  son  of  Helen  Mead  Caffey,  May  30. 
Amy  Seay  Lawson  (Mrs.  Lewis  J.),  March 
10.  Susie  May  Thomas  Jenkins  (Mrs.  W. 
Franklin),  June  12. 

1913 

Eleanor  Pinkston  Stokes,  June  3.  She  was 
the  mother  of  Regina  Stokes  Barnes  '43. 

1917 

Georgianna  White  Miller  (Mrs.  Walter  I), 
May  27,  1960. 

1920 

Marian  McCamy  Sims,  July  10.  F.  R.  Jolly, 
husband  of  Gertrude  Manly  Jolly,  last 
spring. 

1924 

Ralph  E.  Mouson,  husband  of  Madre 
Rodgers   Mouson,  in  May. 


1926 

Nan  Lingle,  sister  of  Caroline  Lingle  Les- 
ter '33,  was  drowned  at  Myrtle  Beach, 
S.  C,  June  14. 

1931 

Mr.  Edward  E.  Smith,  father  of  Elizabeth 
Smith  Crew,  in  July. 

1932 

H.  Lacey  Smith,  father  of  Sara  Lane  Smith 
Pratt,  July  6. 

1947 

Robert  Galloway  Fontaine,  eight-year-old 
son  of  Dorothy  Nell  Galloway  Fontaine 
and  her  husband,  Eugene  V.,  July  17. 

1951 

Betty  Esco  Favatella  lost  her  husband  this 
year. 

1960 

Louise  Ruth  Leroy,  June  25,  in  an  auto- 
mobile accident. 

1962 

Lucile  Benton,  in  August.  She  was  the 
sister  of  Margaret  Benton  Davis  '57. 


13 


Elizabeth  Stevenson 
Writes  Third  Book 

"Lafcadio  Hearn"  written  by  Elizabeth 
Stevenson  '41,  is  a  full-length  biog- 
raphy of  the  talented,  erratic  man  now 
best  remembered  for  his  writings  on 
Japan.  This  is  her  third  book  and  was 
published  by  The  MacMillan  Company 
August  14,  1961. 

In  order  to  complete  this  biography, 
she  travelled  to  many  places  where 
Hearn  lived,  and  spent  several  months 
in  Japan. 

Her  first  book,  "The  Crooked  Cor- 
ridor: A  Study  of  Henry  James,"  was 
published  in  1949.  In  1950,  while  work- 
ing on  her  second,  "Henry  Adams,"  she 
received  a  Guggenheim  Fellowship.  For 
this  biography,  published  in  1955,  she 
won  a  Bancroft  Prize  (the  first  woman 
to  do  so),  given  annually  by  Columbia 
University  "for  distinguished  writings 
in  American  history." 

At     present     she     is     employed     by 


ELIZABETH  STEVENSON 

Emory  University  as  secretary  to  tht 
Dean  of  the  College  of  Arts  anc 
Sciences. 


\  \jt3j^ 


•    • 


A  Salute  to  Area  Chairmen,  President  Alston,  and  Others 


As  I  write  this  column,  "October's  bright  blue 
leather"  has  enveloped  the  campus  in  spendthrift 
nanner.  The  dogwoods  are  a  resplendent  red,  bearing 
heir  rich  color  beautifully  against  the  varied  archi- 
ecture  but  consistent  color  of  red  brick  and  white 
imestone  which  are  Agnes  Scott  buildings. 

The  only  complaint  1  must  register  has  to  do  with 
an  eternal  feminine  question,  "What  to  wear?"  1 
*liave  been  traveling  this  fall,  on  behalf  of  the  col- 
lege's Seventy-fifth  Anniversary  Campaign,  and  have 
'found  my  fall  woolens  excruciatingly  hot  in  the 
mountains  of  Charleston,  W.  Va.,  Lynchburg  and 
Roanoke,  Va.,  and  my  bedraggled  summer  cottons 
inadequate  in  the  lowlands  of  Jacksonville,  Orlando, 
and  Tampa.  Fla. 

■  Alumnae  serving  as  area  chairmen  for  these  six 
[area  campaigns  this  fall  are:  Charleston,  W.  Va„ 
BLura  Johnston  Watkins  (Mrs.  William)  '46;  Lyneh- 
pjurg,  Va.,  Mary  Jane  Auld  Linker  (Mrs.  J.  Burton  I 
143;  Roanoke,  Va.,  Louise  Reid  Strickler  I  Mrs.  J. 
>Glenwood)  '46;  Jacksonville,  Fla.,  Margaret  Hopkins 
Martin  (Mrs.  Ralph)  '40:  Orlando,  Fla.,  Joyce  Roper 
fMcKey  (Mrs.  John  D.)  '38;  Tampa,  Fla.,  Mrs.  Bar- 
[bara  Connelly  Rogers  '44.  These  six  campaigns  are 
(making  excellent  progress.  A  report  on  total  cam- 
paign progress  will  be  mailed  in  January  to  all  who 
[have  pledged. 

To  me,  a  most  rewarding  aspect  of  the  area  cam- 
paigns is  the  opportunity  at  the  area  dinners  for 
alumnae  to  be  with  President  Wallace  McPherson 
(Alston,  to  hear  him  speak,  to  get  to  know  him  a  bit — 
[or  a  bit  better.  I  would  like  to  take  this  moment,  as 
rhe  begins  his  eleventh  year  as  the  third  president  of 
Agnes  Scott  College,  to  salute  him  for  his  leadership 
during  his  first  ten  years. 

Dr.  Alston's  Annual  Report  for  1960-61  is  in  your 
hands  now.  I  commend  to  you  his  introductory  sec- 
tion. But  his  factual  account  of  accomplishments  of 
the  College  during  his  administration  says  nothing 
l  about  the  man  himself.  He  embodies  the  very  pur- 
pose of  the  College:  he  combines  intellectual 
strength  and  deep  Christian  concern  for  ever)'  human 
j being.  It  is  in  his  relationships  with  other  people 
that  the  worth  of  this  man  comes  forth,  and  this  is 
why  one  must  know  him — words  on  paper  help  but 

ALUMNAE  QUARTERLY  /   FALL   1961 


cannot  truly  say  it.  His  attributes  of  wisdom  and 
warmth  are,  indeed,  rare  in  these  troubled  times. 

1  find  myself  wondering  why,  seemingly  suddenly, 
1  must  say  these  things  to  him  and  about  him.  Partly 
because.  1  believe,  he  is  and  must  be  away  from  the 
campus  so  much  this  year.  We  just  plain  miss  him. 
and  thus  think  about  him — we  being  faculty,  stu- 
dents, staff,  and  alumnae.  And  we,  who  are  alumnae 
should  certainly  never  take  him  for  granted  but  grant 
him  our  ardent  support  as  he  leads  both  his  college 
and  his  church  through  days  fraught  with  numberless 
uncertainties  for  the  South,  the  nation  and  the  world. 
He  stands  staunchly  committed  among  hundreds  of 
anxious  waverers. 

One  way  he  is  leading  the  College  this  year  is  into 
an  intensive  period  of  self-study.  Planned  at  the  insti- 
gation of  our  accrediting  agency,  the  Southern  Asso- 
ciation of  Colleges  and  Secondary  Schools,  the  study 
comprises  all  aspects  of  the  College's  life.  For  the  first 
time  in  Agnes  Scott's  history,  alumnae  have  been 
asked  to  serve  on  each  of  the  several  self-study  com- 
mittees. Concurrently  with  this  effort,  the  Alumnae 
Association,  through  its  executive  board,  is  conduct- 
ing a  self-study,  and  members  of  the  faculty's  Com- 
mittee on  Alumnae  Affairs  will  serve  on  the  three  as- 
sociation self-study  groups. 

You  will  have  an  opportunity  to  put  in  an  oar,  too: 
questionnaires  will  be  mailed  to  all  alumnae  some- 
time after  the  first  of  the  year.  In  the  meantime,  if 
vou  awake  in  the  middle  of  the  night,  as  I  do  some- 
times, with  a  clear  and  brilliant  thought  about  the 
College,  don't  go  back  to  sleep  until  you  write  it 
down  and  (later! )  mail  it  to  me. 

The  self-study  of  the  Alumnae  Association  is  less 
arduous  for  me  than  I'd  thought  'twould  be  because 
Eleanor  Hutchens  '40,  president  of  the  association, 
is  here  to  share  this.  So,  I  owe  her  a  special  salute  for 
taking  time  out  from  English  classes  to  lend  her  par- 
ticularly good  mind  and  experience  to  our  project. 

Finally,  I  want  you  to  share  my  delight  in  the  news 
that  this  column  placed  second  in  national  competi- 
tion among  alumni  magazines  for  1960-61.  Aside  from 
the  fact  that  coming  in  second  seems  to  be  the  story 
of  my  life,  I'm  pleased  both  for  myself  and  the 
Alumnae  Association  about  this  award. 


Europe  with  the 

Agnes  Scott  Alumnae  Tour 

July  13-August  I,  1962 


Visiting  England,  Holland,  Germany, 
Austria,  Switzerland,  Italy  and  France 

Yes.  a  7  country  tour  of  Europe  especially  for  you  and  your  family 
offered  in  cooperation  with  HOLIDAY  TOURS,  INC.  You  will  fly 
by  jet  from  New  York  to  London  in  just  6V->  hours.  You  may  return 
either  bv  jet  flight  from  Paris  or  by  steamer  from  a  French  port. 


m 


yWA:^ 

--ill 


Bargain  Price 

The  entire  trip  including  plane  fare,  all  transportation  First  Class 
Hotels  with  private  baths,  two  meals  a  day,  sightseeing,  tips,  trans- 
fers and  other  extras,  is  only  $995.00  per  person.  You  will  have  a 
tour  host  with  you  throughout  Europe  who,  in  addition  to  handling 
sightseeing,  will  take  care  of  baggage,  help  you  through  Customs,  etc. 

Send  for  Details 

A  colorful,  descriptive  folder  has  been  prepared  for  the  tour.  It 
describes  in  detail  the  exciting  day-by-day  itinerary  and  other  per- 
tinent information  on  the  trip.  For  your  folder,  simplv  fill  in  the 
form  below  and  mail  to  Holidav. 


AGNES  SCOTT  ALUMNAE  TOUR 

Holiday  Tours,  Inc. 
51  Forsyth  Street,  N.W. 
Atlanta  3,  Georgia 

Please  send  me  the  day-by-day    itinerary  and   other  information  on 
the  European  Tour. 

Name 


Addr 


City 


hi 


HE 


WI NTE  R     1962 


[ties 


BROTHER  RAT 


ALUMNAE  QUARTERLY      See  page  9 


THE 


COtt 


WINTER    1962  Vol.  40,  No.  Si 

ALUMNAE    QUARTERLY 


Ann  Worthy  Johnson  '38,  Editor 
Dorothy  Weakley  '56,  Managing  Editor 


CONTENTS 

4     Has  America  Neglected  Her  Creative  Minority? 
by  Arnold  Toynbee 


9     Brother  Rat 

by  George  E.  Rice,  Jr. 

12     God  and  Mammon 

by  Charles  F.  Martin 

16     Tobacco  Road  Is  Now  Paved 
by  Betsy  Fancher 

18     Class  News 

Eloise  H.  Ketcbin 


31     Worthy  Notes 


FRONT    COVER 


Dr.  George  E.  Rice,  Jr.,  chairman  of  Agnes  Scott's  psychology  department, 
admires  a  "brother  rat."  (See  p.  9)  Cover  photograph  and  photographs  on 
pages  9, 10, 11,  13,16  by  Fred  Powledge. 

Frontispiece  (opposite)  :  Mirni  St.  Clair  '63  (daughter  of  Miriam  Wiley  Preston 
'27)  takes  a  snapshot  of  Mel  Laird  in  Decatur's  first  1962  snow.  Photograph  by 
Ken  Patterson. 


The  Agnes  Scotl  Alumnae  Quarterly  is  published  jour  limes  a  year  (November, 
February,  April  and  July)  by  the  Alumnae  Association  of  Agnes  Scott  College 
at  Decatur,  Georgia.  Yearly  subscription,  $2.00.  Single  copy  50  cents.  Entered 
as  second-class  matter  at  the  Post  Office  of  Decatur,  Georgia,  under  Act  oj 
August  24,  1912.  MEMBER  OF  AMERICAN  ALUMNI   COUNCIL 


ffP^^iv. 


.,    . 


Moment  of  Disbelief 

WINTER  1962 


A  four-inch  snow  visits 
Decatur  and  paralyzes  all  of 
greater  Atlanta  with  one  exception- 
the  Agnes  Scott  community. 


ARNOLD  TOYNBEE 


states  that  it  is  vital 


for  any  society  to  give  a  fair  chance  to  potential  creativity  and  asks 


Has  Americ 
Neglected  Her  Creativ 


A 


America  has  been  made  the  great  country  that 
she  is  by  a  series  of  creative  minorities:  the  first 
settlers  on  the  Atlantic  seaboard,  the  founding 
fathers  of  the  Republic,  the  pioneers  who  won  the 
West.  These  successive  sets  of  creative  leaders  dif- 
fered, of  course,  very  greatly  in  their  backgrounds, 
outlooks,  activities,  and  achievements:  but  they  had 
one  important  quality  in  common:  all  of  them  were 
aristocrats. 

They  were  aristocrats  in  virtue  of  their  creative 
power,  and  not  by  any  privilege  of  inheritance, 
though  some  of  the  founding  fathers  were  aristo- 
crats in  conventional  sense  as  well.  Others  among 
them,  however,  were  middle-class  professional  men. 
and  Franklin,  who  was  the  outstanding  genius  in 
this  goodly  company,  was  a  self-made  man.  The 
truth  is  that  the  founding  fathers'  social  origin  is 
something  of  secondary  importance.  The  common 
qualitv  that  distinguished  them  all  and  brought 
each  of  them  to  the  front  was  their  power  of 
creative  leadership. 

In  any  human  society  at  any  time  and  place  and 
at  any  stage  of  cultural  development,  there  is  pre- 
sumably the  same  average  percentage  of  potentially 
creative  spirits.  The  question  is  always:  Y\  ill  this 
potentiality    take    effect?    Vi  hethei     a    potentiallv 


creative  minority  is  going  to  become  an  effectivelv 
creative  one  is,  in  every  case,  an  open  question. 

The  answer  will  depend  on  whether  the  minority 
is  sufficiently  in  tune  with  the  contemporarv  ma- 
jority, and  the  majority  with  the  minority,  to  estab- 
lish understanding,  confidence,  and  cooperation 
between  them.  The  potential  leaders  cannot  give  a 
lead  unless  the  rest  of  society  is  ready  to  follow  it. 
Prophets  who  have  been  'without  honour  in  their 
own  country-"  because  they  have  been  "before  dieir 
time"  are  no  less  well-known  figures  in  history  than 
prophets  who  have  received  a  response  that  has 
made  the  fortune  of  their  mission. 

This  means  that  effective  acts  of  creation  are  the 
work  of  two  parties,  not  just  one.  If  the  people  have 
no  vision,  the  prophet's  genius,  through  no  fault  of 
the  prophet's  own.  will  be  as  barren  as  the  talent 
that  was  wrapped  in  a  napkin  and  was  buried  in 
the  earth.  This  means,  in  turn,  that  the  people,  as 
well  as  the  prophet,  have  a  responsible  part  to  play. 
If  it  is  incumbent  on  the  prophet  to  deliver  his  mes- 
sage, it  is  no  less  incumbent  on  the  people  not  to 
turn  a  deaf  ear.  It  is  even  more  incumbent  on  them 
not  to  make  the  spiritual  climate  of  their  society  so 
adverse  to  creativity  that  the  life  will  have  been 
crushed  out  of  the  prophet's  potential  message  be- 

THE  AGNES   SCOTT 


Copyright  1961  by  Editorial  Projects  for  Education 


Wf 


I 


linority  ? 


fore  he  has  had  a  chance  of  delivering  it. 

To  give  a  fair  chance  to  potential  creativity  is  a 
matter  of  life  and  death  for  any  society.  This  is  all- 
important,  because  the  outstanding  creative  ability 
of  a  fairly  small  percentage  of  the  population  is 
mankind's  ultimate  capital  asset,  and  the  only  one 
with  which  Man  has  been  endowed.  The  Creator 
has  withheld  from  Man  the  shark's  teeth,  the  bird's 
wings,  the  elephant's  trunk,  and  the  hound's  or 
horse's  racing  feet.  The  creative  power  planted  in  a 
minority  of  mankind  has  to  do  duty  for  all  the 
marvellous  physical  assets  that  are  built  into  eve  y 
specimen  of  Man's  non-human  fellow  creatures.  If 
society  fails  to  make  the  most  of  this  one  human 
asset,  or  if,  worse  still,  it  perversely  sets  itself  to 
stifle  it,  Man  is  throwing  away  his  birthright  of 
being  the  lord  of  creation  and  is  condemning  him- 
self to  be,  instead,  the  least  effective  species  0:1  the 
face  of  this  planet. 

Whether  potential  creative  ability  is  to  take  effect 
or  not  in  a  particular  society  is  a  question  that  will 
be  determined  by  the  character  of  that  society's 
institutions,  attitudes,  and  ideals.  Potential  creative 
ability  can  be  stifled,  stunted,  and  stultified  by  the 
prevalence  in  society  of  adverse  attitudes  of  mind 
and  habits  of  behavior.  What  treatment  is  creative 


ABOUT  THE  AUTHOR 

Probably  the  world's  besf-known  historian,  Dr.  Arnold  Toynbee,  has 
written  especially  for  alumni  magazines  on  a  topic  integral  to  his  theory 
of  history — and  to  the  future  of  America.  His  theory,  advanced  in  the 
best-selling  A  Study  of  History,  is  that  civilizations  arise  from  a 
challenge-and-response.  Progress  and  growth  occur  when  the  response 
to  the  challenge,  which  can  be  human  or  enrivonmental,  is  successful; 
part  of  the  success  is  always  due  to  leadership  by  a  creotive  minority. 

Professor  Toynbee  retired  in  1955  as  Director  of  Studies  in  the 
Royal  Institute  of  International  Affairs  and  Research  Professor  of 
International  History  in  the  University  of  London.  His  newest  book  is 
Recons/c/eraf/ons,  the  twelfth  volume  of  the  famous  A  Study  of  History. 
The  first  three  volumes  of  the  Study  appeared  in  1  934. 

Agnes  Scott  welcomed  him  as  a  visiting  lecturer  in  February,  1958. 


ALUMNAE  QUARTERLY  /  WINTER   1962 


Creative  Minority 

(Continued) 

ability  receiving  in  our  Western  World,  and  par- 
ticularly in  America? 

There  are  two  present-day  adverse  forces  that 
are  conspicuously  deadly  to  creativity.  One  of  these 
is  a  wrong-headed  conception  of  the  function  of 
democracy.  The  other  is  an  excessive  anxiety  to  con- 
serve vested  interests,  especially  the  vested  interest 
in  acquired  wealth. 

Function  of  democracy 

What  is  the  proper  function  of  democracy?  True 
democracy  stands  for  giving  an  equal  opportunity 
to  individuals  for  developing  their  unequal  capaci- 
ties. In  a  democratic  society  which  does  give  every 
individual  his  fair  chance,  it  is  obviously  the  out- 
standingly able  individual's  moral  duty  to  make  a 
return  to  society  by  using  his  unfettered  ability  in 
a  public-spirited  way  and  not  just  for  selfish  per- 
sonal purposes.  But  society,  on  its  side,  has  a  moral 
duty  to  ensure  that  the  individual's  potential  ability 
is  given  free  play.  If,  on  the  contrary,  society  sets 
itself  to  neutralise  outstanding  ability,  it  will  have 
failed  in  its  duty  to  its  members,  and  it  will  bring 
upon  itself  a  retribution  for  which  it  will  have  only 
itself  to  blame.  This  is  why  the  difference  between 
a  right  and  a  wrong-headed  interpretation  of  the 
requirements  of  democracy  is  a  matter  of  crucial 
importance  in  the  decision  of  a  society's  destiny. 

There  is  at  least  one  current  notion  about  de- 
mocracy that  is  wrong-headed  to  the  point  of  being 
disastrously  perverse.  This  perverse  notion  is  that 
to  have  been  born  with  an  exceptionally  large 
endowment  of  innate  ability  is  tantamount  to  hav- 
ing committed  a  large  prenatal  offence  against 
society.  It  is  looked  upon  as  being  an  offence  be- 
cause, according  to  this  wrong-headed  view  of  de- 
mocracy, inequalities  of  any  and  every  kind  are 
undemocratic.  The  gifted  child  is  an  offender,  as 
well  as  the  unscrupulous  adult  who  had  made  a  for- 
tune at  his  neighbour's  expense  by  taking  some  mor- 
ally illegitimate  economic  advantage  of  them.  All 
offenders,  of  every  kind,  against  democracy,  must 
be  put  down  indiscriminately  according  to  this  mis- 
guided perversion  of  the  true  democratic  faith. 


There  have  been  symptoms  of  this  unfortunati 
attitude  in  the  policy  pursued  by  some  of  the  loca 
educational  authorities  in  Britain  since  the  Seconc 
World  War.  From  their  ultra-egalitarian  point  ol 
view,  the  clever  child  is  looked  askance  at  as  a  kinc 
of  capitalist.  His  offence  seems  the  more  heinou 
because  of  its  precocity,  and  the  fact  that  the  child's 
capital  asset  is  his  God-given  ability  and  not  an] 
inherited  or  acquired  hoard  of  material  goods,  is 
not  counted  to  him  for  righteousness.  He  possesses 
an  advantage  over  his  fellows,  and  this  is  enougr 
to  condemn  him,  without  regard  to  the  nature  of  the 
advantage  that  is  in  question 

It  ought  to  be  easier  for  American  educationa 
authorities  to  avoid  making  this  intellectual  anc 
moral  mistake,  since  in  America  capitalists  are  no 
disapproved  of.  If  the  child  were  a  literal  grown-up 
capitalist,  taking  advantage  of  an  economic  pull  tc 
beggar  his  neighbour,  he  would  not  only  be  toleratec 
but  would  probably  also  be  admired,  and  public 
opinion  would  be  reluctant  to  empower  the  authori 
ties  to  curb  his  activities.  Unfortunately  for  the 
able  American  child,  "egg-head"  is  as  damning 
word  in  America  as  "capitalist"  is  in  the  British 
welfare  state;  and  I  suspect  that  the  able  child  fares 
perhaps  still  worse  in  America  than  he  does  ir 
Britain 

- 


Protection  of  able  child 

If  the  educational  policy  of  the  English-speaking 
countries  does  persist  in  this  course,  our  prospects 
will  be  unpromising.  The  clever  child  is  apt  to  be 
unpopular  with  his  contemporaries  anyway.  His 
presence  among  them  raises  the  sights  for  the 
standard  of  endeavour  and  achievement.  This  is,  o: 
course,  one  of  the  many  useful  services  that  the  out 
standingly  able  individual  performs  for  his  society 
at  every  stage  of  his  career;  but  its  usefulness  wil 
not  appease  the  natural  resentment  of  his  duller  01 
lazier  neighbours.  In  so  far  as  the  public  authorities 
intervene  between  the  outstanding  minority  and  the 
run-of-the-mill  majority  at  the  school  age,  they 
ought  to  make  it  their  concern  to  protect  the  abl 
child,  not  to  penalise  him.  He  is  entitled  to  protec 
tion  as  a  matter  of  sheer  social  justice;  and  to  do 
him  justice  happens  to  be  also  in  the  public  interest 
because  his  ability  is  a  public  asset  for  the  com 


THE  AGNES  SCOTT 


munity  as  well  as  a  private  one  for  the  child  him- 
self. The  puhlic  authorities  are  therefore  commit- 
ting a  twofold  breach  of  their  public  duty  if,  in- 
stead of  fostering  ability,  they  deliberately  dis- 
courage it. 

Thwarted  creativity  breeds  antisocialist 

In  a  child,  ability  can  be  discouraged  easily;  for 
children  are  even  more  sensitive  to  hostile  public 
opinion  than  adults  are,  and  are  even  readier  to 
purchase,  at  almost  any  price,  the  toleration  that  is 
an  egalitarian-minded  society's  alluring  reward  for 
poor-spirited  conformity.  The  price,  however,  is 
likely  to  be  a  prohibitively  high  one,  not  only  for 
the  frustrated  individual  himself  but  for  his  step- 
motherly society.  Society  will  have  put  itself  in 
danger,  not  just  of  throwing  away  a  precious  asset, 
but  of  saddling  itself  with  a  formidable  liability. 
When  creative  ability  is  thwarted,  it  will  not  be 
extinguished;  it  is  more  likely  to  be  given  an  anti- 
social turn.  The  frustrated  able  child  is  likely  to 
grow  up  with  a  conscious  or  unconscious  resent- 
ment against  the  society  that  has  done  him  an 
irreparable  injustice,  and  his  repressed  ability  may 
be  diverted  from  creation  to  retaliation.  If  and 
when  this  happens,  it  is  likely  to  be  a  tragedy  for 
the  frustrated  individual  and  for  the  repressive 
society  alike.  And  it  will  have  been  the  society,  not 
the  individual,  that  has  been  to  blame  for  this 
obstruction  of  God's  or  Nature's  purpose. 

This  educational  tragedy  is  an  unnecessary  one. 
It  is  shown  to  be  unnecessary  by  the  example  of 
countries  in  whose  educational  system  outstanding 
ability  is  honoured,  encouraged,  and  aided.  This 
roll  of  honour  includes  countries  with  the  most 
diverse  social  and  cultural  traditions.  Scotland. 
Germany,  and  Confucian  China  all  stand  high  on 
the  list.  I  should  guess  that  Communist  China  has 
remained  true  to  pre-Communist  Chinese  tradition 
in  this  all-important  point.  I  should  also  guess  that 
Communist  Russia  has  maintained  those  high  Con- 
tinental European  standards  of  education  Uiat  pre- 
Communist  Russia  acquired  from  Germany  and 
France  after  Peter  the  Great  had  opened  Russia's 
doors  to  an  influx  of  Western  civilization. 

A  contemporary  instance  of  enthusiasm  for  giv- 
ing ability  its  chance  is  presented  by  present-day 


Indonesia.  Here  is  a  relatively  poor  and  ill- 
equipped  country  that  is  making  heroic  efforts  to 
develop  education.  This  spirit  will  put  to  shame  a 
visitor  to  Indonesia  from  most  English-speaking 
countries  except,  perhaps,  Scotland.  This  shame 
ought  to  inspire  us  to  make  at  least  as  good  a  use  of 
our  far  greater  educational  facilities. 

II  a  misguided  egalitarianism  is  one  of  the 
present-day  menaces  in  most  English-speaking 
countries  to  the  fostering  of  creative  ability,  an- 
other menace  to  this  is  a  benighted  conservatism. 
Creation  is  a  disturbing  force  in  society  because  it 
is  a  constructive  one.  It  upsets  the  old  order  in  the 
act  of  building  a  new  one.  This  activity  is  salutary 
for  society.  It  is,  indeed,  essential  for  the  mainte- 
nance of  society's  health;  for  the  one  thing  that  is 
certain  about  human  affairs  is  that  they  are  per- 
petually on  the  move,  and  the  work  of  creative 
spirits  is  what  gives  society  a  chance  of  directing  its 
inevitable  movement  along  constructive  instead  of 
destructive  lines.  A  creative  spirit  works  like  yeast 
in  dough.  But  this  valuable  social  service  is  con- 
demned as  high  treason  in  a  society  where  the 
powers  that  be  have  set  themselves  to  stop  life's  tide 
from  flowing. 

Japanese  social  history 

This  enterprise  is  fore-doomed  to  failure.  The 
classic  illustration  of  this  historical  truth  is  the 
internal  social  history  of  Japan  during  her  two  hun- 
dred years  and  more  of  self-imposed  insulation 
from  the  rest  of  the  world.  The  regime  in  Japan 
that  initiated  and  maintained  this  policy  did  all 
that  a  combination  of  ingenuity  with  ruthlessness 
could  do  to  keep  Japanese  life  frozen  in  every  field 
of  activity.  In  Japan  under  this  dispensation,  the 
penalty  for  most  kinds  of  creativity  was  death.  Yet 
the  experience  of  two  centuries  demonstrated  that 
this  policy  was  inherently  incapable  of  succeeding. 
Long  before  Commodore  Perry  first  cast  anchor  in 
Yedo  Bay,  an  immense  internal  revolution  had 
taken  place  in  the  mobile  depths  of  Japanese  life 
below  the  frozen  surface.  Wealth,  and,  with  it,  the 
reality  of  power,  had  flowed  irresistibly  from  the 
pockets  of  the  feudal  lords  and  their  retainers  into 
the  pockets  of  the  unobtrusive  but  irrepressible 
business   men.    There   would    surely    have  been  a 


ALUMNAE  QUARTERLY  /  WINTER   1962 


Creative  Minority 

(Continued) 

social  revolution  in  Japan  before  the  end  of  the 
nineteenth  century,  even  if  the  West  had  never 
rapped  upon  her  door. 

The  Tokugawa  regime  in  Japan  might  possibly 
have  saved  itself  by  mending  its  ways  in  good  time 
if  it  had  ever  heard  of  King  Canute's  ocular  demon- 
stration of  the  impossibility  of  stopping  the  tide 
by  uttering  a  word  of  command.  In  present-day 
America  the  story  is  familiar,  and  it  would  profit 
her  now  to  take  it  to  heart. 

In  present-day  America,  so  it  looks  to  me,  the 
affluent  majority  is  striving  desperately  to  arrest  the 
irresistible  tide  of  change.  It  is  attempting  this  im- 
possible task  because  it  is  bent  on  conserving  the 
social  and  economic  system  under  which  this  com- 
fortable affluence  has  been  acquired.  With  this  un- 
attainable aim  in  view,  American  public  opinion 
today  is  putting  an  enormously  high  premium  on 
social  conformity;  and  this  attempt  to  standardise 
people's  behaviour  in  adult  life  is  as  discouraging 
to  creative  ability  and  initiative  as  the  educational 
policy  of  egalitarianism  in  childhood. 

Forces  working  against  creativity 

Egalitarianism  and  conservatism  work  together 
against  creativity,  and,  in  combination,  they  mount 
up  to  a  formidable,  repressive  force.  Among 
American  critics  of  the  present-day  American  way 
of  life,  it  is  a  commonplace  nowadays  to  lament  that 
the  conventionally  approved  career  for  an  Ameri- 
can born  into  the  affluent  majority  of  the  American 
people  is  to  make  money  as  the  employee  of  a  busi- 
ness corporation  within  the  rigid  framework  of  the 
existing  social  and  economic  order.  This  dismal  pic- 
ture has  been  painted  so  brilliantly  by  American 
hands  that  a  foreign  observer  has  nothing  to  add 
to  it. 

The  foreign  observer  will,  however,  join  the 
chorus  of  American  critics  in  testifying  that  this  is 
not  the  kind  of  attitude  and  ideal  that  America 
needs  in  her  present  crisis.  If  this  new  concept  of 
Americanism  were  the  true  one,  the  pioneers,  the 
founding  fathers,  and  the  original  settlers  would  all 
deserve  to  be  prosecuted  and  condemned  posthu- 


mously  by    the   Congressional    committee    on    un 
American  activities. 

The  alternative  possibility  is  that  the  new  con 
cept  stands  condemned  in  the  light  of  the  historic 
one;  and  this  is  surely  the  truth.  America  rose  tc 
greatness  as  a  revolutionary  community,  following 
the  lead  of  creative  leaders  who  welcomed  and 
initiated  timely  and  constructive  changes,  instead 
of  wincing  at  the  prospect  of  them.  In  the  course  of 
not  quite  two  centuries,  the  American  Revolution 
has  become  world-wide.  The  shot  fired  in  Apr;] 
1775  has  been  "heard  around  the  world"  with  a 
vengeance.  It  has  waked  up  the  whole  human  race. 
The  Revolution  is  proceeding  on  a  world-wide  scale 
today,  and  a  revolutionary  world-leadership  is  what 
is  now  needed. 


America  must  return  to  original  ideals 

It  is  ironic  and  tragic  that,  in  an  age  in  which  the 
whole  world  has  come  to  be  inspired  by  the  original 
and  authentic  spirit  of  Americanism,  America  her- 
self should  have  turned  her  back  on  this,  and 
should  have  become  the  arch-conservative  power  in 
the  world  after  having  made  history  as  the  arch-; 
revolutionary  one. 

What  America  surely  needs  now  is  a  return  to 
those  original  ideals  that  have  been  the  sources  of 
her  greatness.  The  ideals  of  'the  organisation  man' 
would  have  been  abhorrent  to  the  original  settlers, 
the  founding  fathers,  and  the  pioneers  alike.  The 
economic  goal  proposed  in  the  Virginia  Declaration 
of  Rights  is  not  "affluence;"  it  is  "frugality."  The 
pioneers  were  not  primarily  concerned  with  money- 
making;  if  they  had  been,  they  could  never  have 
achieved  what  they  did.  America's  need,  and  the 
world's  need,  today,  is  a  new  burst  of  American 
pioneering,  and  this  time  not  just  within  the  conn 
fines  of  a  single  continent  but  all  round  the  globe. 

America's  manifest  destiny  in  the  next  chapter  of 
her  history  is  to  help  the  indigent  majority  of  man- 
kind to  struggle  upwards  towards  a  better  life  than 
it  has  ever  dreamed  of  in  the  past.  The  spirit  that  is 
needed  for  embarking  on  this  mission  is  the  spirit 
of  the  nineteenth-century  American  Christian  mis- 
sionaries. If  this  spirit  is  to  prevail,  America  must 
treasure  and  foster  all  the  creative  ability  that  she 
has  in  her. 


THE   AGNES  SCOTT 


A  psychologist  tells 
the  results  of  his 
research  on  altruism 
in  albino  rats 


BROTHER    RAT 


By  GEORGE  E.  RICE,  JR. 


ABOUT    THE    AUTHOR 

George  E.  Rice,  Jr.,  professor  of  psychology  and 
chairman  of  the  psychology  department,  came  to 
Agnes  Scott  in  1957.  He  received  his  B.A.  degree 
from  Dartmouth  College;  the  M.S.  and  Ph.D.  de- 
grees from  The  Pennsylvania  State  University. 
Dr.  Rice  has  this  to  say  about  the  title  of  his 
article:  "It  is  remotely  related  to  the  talking 
chimpanzee  at  the  Yerkes  laboratory  in  Orange 
Park,  Florida,  who  was  heard  to  say  at  the  height 
of  the  Scope's  trial,  'Am  I  my  keeper's  brother?' " 


THE  WHOLE  THING  started  when 
Pris  Gainer  '60  didn't  want  to 
study  spiders.  She  had  heen 
discussing  her  1959-60  independent 
study  project  with  me  at  a  time  when 
I  had  just  been  reading  of  some  ex- 
citing new  work  being  done  on  spider 
training.  I  had  originally  suggested  a 
problem  making  use  of  our  lazy  rat 
colony  at  Agnes  Scott  (just  sitting 
around  eating  and  growing  fat  to  no 
particular  purpose  at  the  moment  I 
and  Pris  had  looked  a  little  dubious 
so  I  suggested  spiders.  With  alacrity 
the  decision  was  made  to  work  with 
rats.  Actually,  she  had  already  been 
interested  in  the  general  psychologi- 
cal  problem   of   cooperation   and   in 


studying  some  of  the  variables  that 
would  affect  this  kind  of  behavior  so 
it  was  simply  a  matter  of  settling  on 
the  procedure,  which,  of  course,  is 
not  simple  at  all.  We  were  familiar 
with  W.  C.  Allee's  work  fairly  clearly 
supporting  the  view  that  the  law  of 
the  jungle  is  not  simply  "dog  eat 
dog"  but  rather  that  there  is  a  great 
deal  of  cooperation  found  in  nature 
from  the  beneficial  effects  of  the 
grouping  of  paramecia  and  the 
schooling  of  fish  to  the  sentinels  of 
the  prong-horned  antelope.  However, 
when  our  procedure  evolved  it  turned 
out  not  to  really  involve  cooperation 
at  all  but  rather  a  form  of  altruism. 
Altruism   is   denned   by   Webster   as 


ALUMNAE   QUARTERLY  /  WINTER   1962 


An  "operator"  rat  and  a  "distressed"  rat 
are  examined  by  psychology  students  Judy 
Hawley   '63,    Kaki   White    '62   and    Dr.    Rice. 


Brother  Rat 

(Continued) 


I 


"regard  for,  and  devotion  to  the  in- 
terests of  others." 

The  apparatus  for  studying  the 
problem  was  arranged  as  follows: 
One  rat.  presumably  "distressed," 
was  suspended  by  means  of  an  in- 
genious harness  which  was  sewed  by 
Pris  and  hung  from  a  string  which 
was  in  turn  raised  and  lowered  by 
an  Erector  set  motor,  the  result  being 
that  the  rat  could  be  lifted  off  the 
floor  of  its  compartment  or  lowered 
onto  the  floor.  A  lever  that  worked 
the  mechanism  was  in  an  adjoining 
compartment  in  full  view  of  the  "dis- 
tressed" rat  and  an  "operator"  rat 
could,  if  it  so  wished,  press  this  bar 
and  consequently  lower  the  suspended 
rat  to  the  floor  and  also  momentarily 
relieve  its  distress  until  the  whole 
procedure  was  repeated  by  rehoisting 
the  harnessed  rat.  Forty  potential  op- 
erator rats  took  part  in  the  experi- 
ment, of  which  twenty  were  trained 
to  press  the  bar  by  avoidance  condi- 
tioning (they  were  shocked  until 
they  pressed  the  bar  to  avoid  being 
shocked  I  ;  this  was  followed  by  ex- 
tinction training  until  the  trainees  no 
longer  automatically  pushed  the  bar 
on  placement  in  the  "operator"  com- 
partment.   Ten    of   the    trained    rats 


were  faced  with  the  suspended  rat 
and  a  control  group  of  ten  with  a 
suspended  white  block  about  rat  size. 

Those  faced  with  a  suspended  rat 
pressed  the  bar  significantly  more 
often  than  those  faced  with  a  block, 
and,  strangely  enough,  another  un- 
trained twenty  rats  similarly  faced 
with  suspended  block  and  rat  reacted 
in  the  same  way  but  even  more 
strongly — that  is,  they  lowered  the 
rat  more  often  than  did  the  trained 
operators.  (For  a  detailed  report  on 
this  study  see  an  early  1962  issue 
of  the  Journal  of  Comparative  and 
Physiological  Psychology.) 

This  behavior,  we  felt,  might  eas- 
ily be  considered  homologous  to  what 
we  call  altruism  in  humans,  but  we 
feel  happier  terming  this  "aiding  be- 
havior" in  albino  rats. 

In  the  summer  of  1961  the  Na- 
tional Institute  of  Mental  Health 
awarded  us  one  of  their  small  grants 
to  examine  further  the  variables  of 
this  "altruistic"  behavior  in  animals, 
and  a  second  phase  of  the  study  was 
initiated  in  which  Kaki  White  '62. 
assisted.  Two  major  procedural 
changes  were  made.  First,  since  all 
forty  subjects  of  the  first  study  had 
been  petted  and  handled  dailv  from 


the  age  of  six  weeks  on,  half  of  the 
1961  rats  were  petted  similarly  and 
half  were  simplv  fed  and  watered. 
The  other  major  change  was  in  the 
cause  of  distress,  since  sometimes  the 
suspended  rat  had  failed  to  squeak 
and  wriggle  satisfatcorily  and  had  tc 
be  poked  with  a  pencil.  In  the  new 
version  the  "distressed"  rat  was  in 
the  same  compartment  as  before  but 
was  subjected  to  electric  shock  in- 
stead of  suspension.  Again,  the  shock 
could  be  turned  off  by  depression  of 
the  bar  in  the  adjoining  compart- 
ment. Of  the  twenty  "handled"  rats, 
ten  saw  and  heard  through  the  plexi- 
glass partition  a  distressed  rat  dancing 
and  squeaking  from  shock  and  ten 
were  placed  with  a  non-shocked  rat 
next  door.  The  twenty  non-handled 
rats  were  divided  in  the  same  man- 
ner. 

We  found  from  this  experiment 
that  handling  made  no  difference 
whatever  in  bar  pressing  behavior, 
but  there  was  a  difference  in  those 
rats  faced  with  a  shocked  rat  and 
those  simply  confronted  bv  another 
rat.  This  time  the  bar  was  practically 
broken  while  being  pressed  with  a 
non-shocked  rat  next  door  and  prac- 
tically none  of  the  rats  pressed  the 


10 


THE  AGNES   SCOTT 


A     I  ii.; 
Operator  rat  contemplates  pressing  bar  to  relieve  brother  rat. 


bar  to  turn  off  the  shock  for  a  poor, 
dancing,  upset  rat.  Once  again  this 
was  a  significant  difference  but  in  the 
wrong  direction,  at  least  from  the 
point  of  view  of  the  hypothesis  that 
a  rat  would  help  a  fellow  rat  in  need 
or  lend  a  helping  paw. 

This  has  led  us  to  the  next  stage  of 
the  investigation,  for  the  behavior  of 
the  operator  rats  who  did  not  press 
the  bar  while  brother  rat  was  being 
shocked  was  odd  in  at  least  one  more 
respect.  These  rats  cowered  in  a 
corner  as  far  as  possible  from  the 
shocked  rat  (and  the  bar)  while  the 
rest  of  the  operator  rats  wandered 
normally  about  their  compartment 
when  an  unshocked  rat  was  present. 
This  makes  us  suspect  that  the  elec- 
tric shock  caused  fear  in  our  op- 
erating subjects  while  the  suspension 
did  not.  Our  next  step  will  be  to  try 
to  cause  distress  in  one  animal  and  to 
vary  the  ferocity  of  the  distress  to 
the  potential  Sir  Walter  Raleighs 
among  our  usually  compassionate 
Agnes  Scott  rats. 

In  addition,  a  future  stage  of  the 
study  will  possibly  encompass  star- 
lings, crows,  and  or  porpoises  since 
all  these  animals  possess  some  repu- 
tation for  "caring." 

ALUMNAE   QUARTERLY  /   WINTER   1962 


"Koki,  do  you  think  I  am  your  keeper's  brother?" 


GOD 

AND 
MAMMON 


For  three  hundred  yeat 

a  contradiction  revolving  around  tyra 

Can  ive  live  this  constant  coi 


Has  Christianity  failed  in  its 
leadership  rsponsibilitv  in 
the  United  States? 

As  a  Christian  I  think  that  all  the 
good  things  that  we  have  today  in 
this  country  have  sprung  from  the 
teachings  of  Christ.  But  these  teach- 
ings are  directly  opposed  to  the  way 
most  of  the  world  has  made  its  liv- 
ing in  the  past  five  hundred  years. 

And  it  has  put  the  United  States 
in  an  untenable  position.  We  have 
been  in  a  sense  living  a  contradiction 
for  the  last  three  hundred  years. 

"Now  the  trumpet  sounds  again — 
not  as  a  call  to  arms  .  .  .  but  a  call 
to  bear  the  burden  of  a  long  twilight 
struggle  .  .  .  against  the  common 
enemies  of  man:  tyranny,  poverty, 
disease  and  war  itself."'  said  Presi- 
dent Kennedy  in  his  inaugural  speech. 

Our  contradiction  revolves  around 
these  four  enemies  of  mankind — 
tyranny,  poverty,  disease  and  war. 
Probably  it  was  Jesus  Christ  who 
first  made  the  world  conscious  of 
these  enemies  by  supporting  the  dig- 
nity of  man  as  opposed  to  tyranny, 


charity  as  opposed  to  greed,  peace  as 
opposed  to  war. 

Christianity  preaches  that  the  more 
selfless  I  unselfish  I  you  are.  the  more 
Christian  you  are.  But  is  this  capital- 
ism? Capitalism  proclaims  that  self- 
ishness is  good  for  mankind.  What  is 
best  for  me  is  best  for  others.  Then 
there  is  a  continual  struggle  between 
God  and  money.  This  conflict  seems 
to  grow  more  crucial  every  day.  Can 
one  live  a  constant  contradiction  and 
survive  for  very  long? 

How  did  we  get  into  this  untenable 
position?  The  early  Christian  church 
attempted  something  like  Utopian 
communism — and  failed.  Then  dur- 
ing feudalism  the  church  became  an 
apologist  for  the  feudalistic  system. 
It  developed  what  we  now  know  as 
a  "personalized"  religion  concentrat- 
ing on  the  individual.  It  was  a  pie- 
in-the-sky  religion :  worry  not  about 
your  material  conditions,  the  other 
world  will  reward  you. 

As  materialism  developed,  the 
church  recognized  that  it  was  being 
challenged    and    talked    of    a    "just 


price"  and.  for  example,  considered 
the  taking  of  interest   on   money   as 
being  a  sin.  But  the  forces  of  busi 
ness  wrere  overpowering. 

This  contradiction,  then,  was  an 
important  factor  in  the  division  of 
the  church  during  the  Reformation 
and  out  of  it  grew  the  advocacy  by 
some  of  the  early  reformation  re- 
ligions of  the  eminent  respectability 
of  financial  enterprises. 

In  addition  to  facing  changes 
within  the  bailiwick  of  the  Christian 
church  a  physical  challenge  by  the 
so-called  heathens  from  the  Middle 
East  was  met.  Commerce  was  a  thorn 
in  the  side  of  religious  leaders,  but 
with  the  coming  of  industrialization 
it  wras  the  back  breaker.  In  the  proc- 
ess it  also  destroyed  the  land  aristoc- 
racy. Unable  to  fight  the  materialis- 
tic world  once  again,  the  church 
turned  into  an  apologist  for  the  sys- 
tem. So,  by  the  latter  part  of  the 
nineteenth  century  some  religious 
leaders  were  saving  that  the  rich 
were  moral  and  the  poor  were  im- 
moral. God  rewarded  the  moral. 


12 


THE  AGNES  SCOTT 


esigns  by  Lil  Martin 


been  living 

rty,  disease,  and  tear. 


survive? 


Capitalism  was  supported  by  most 
of  the  early  economists.  It  was  theo- 
retically rationalized.  The  deductive 
logic  was  unassailable.  Poverty, 
tyranny,  colonialism,  greed,  wars 
were  all  just  in  a  world  of  perfect 
competition.  Critics  appeared,  but 
they  were  quickly  suppressed  as 
being  incompetent.  Yet  in  spite  of  the 
blunders  of  capitalism,  ideas  of  lib- 
erty, the  rights  of  man,  the  hope  for 
an  end  of  disease,  and  the  hope  of 
peace  developed.  It  was  an  under- 
current, an  undercurrent  of  practical 
Christianity  and  the  study  of  nature, 
which  put  man  ultimately  above  mere 
accumulation  of  wealth  for  wealth's 
sake. 

The  American  Revolution  was 
probably  the  major  factor  in  stem- 
ming the  tide  of  mercantilism  and 
emphasizing  political  independence. 
The  old  industrial  and  commercial 
powers  of  the  world  have  waged  a 
defensive  battle  since  that  time.  The 
retreat  continues  today  in  Africa, 
South  America  and  Asia. 

(Continued  on  next  page) 


By  CHARLES  F.  MARTIN 


ABOUT  THE  AUTHOR 

An  assistant  professor  of  economics,  out  of  his  concern  about 
the  leadership  responsibility  of  Christianity  in  the  United  States, 
gives  us  this  article  with  good  food  for  thought.  Charles  F.  Mar- 
tin came  to  Agnes  Scott  in  1960  and  in  this  brief  time  he  has 
made  an  enviable  place  for  himself  as  a  teacher,  not  only  in 
the  Agnes  Scott  community  but  In  Atlanta  and  Decatur.  This 
fall  he  gave  a  series  of  lectures  on  communism  for  the  Adult 
Education  Program  at  All  Saints  Episcopal  Church  in  Atlanta. 
He  received  the  B.A.  degree  from  Wayne  State  University,  his 
M.A.  from  The  University  of  Mississippi  and  is  currently  complet- 
ing the  requirements  for  his  Ph.D.  from  Louisiana  State  Univer- 
sity. He,  his  wife  (who  created  the  illustrations  for  this  article), 
and  five-year-old  son  live  in  Decatur  on  the  edge  of  the  campus. 


ALUMNAE  QUARTERLY  /   WINTER   1962 


13 


God  and  Mammon 

(Continued  from  page  13) 

Physical  revolt  became  the  means 
of  showing  that  the  down  trodden 
would  not  be  suppressed  by  the 
minority  or  the  majority  forever. 
The  ideas  of  socialism,  communism, 
and  to  some  degree  fascism  are  all 
reactions  to  Adam  Smith's  pure  com- 
petition which  was  entitled  capital- 
ism. These  opposing  ideas  were  de- 
veloped in  an  age  of  poverty  and  dis- 
pair.  As  communications  and  educa- 
tion developed,  these  ideas  slipped 
out  into  the  world. 

Discontent  develops 

Missionaries  hoping  to  convert  the 
heathen  spread  the  concepts  of  broth- 
erly love,  the  respectability  of  man, 
and  the  hope  for  the  poor.  Idealistic 
religious  sects  started  and  failed  in 
all  parts  of  the  world,  but  their  effort 
was  not  in  vain. 

As  the  world  grew  older,  the  people 
of  the  world  became  more  intelligent, 
the  capitalistic  nations  became  wealth- 
ier, and  the  poorer  countries  be- 
came more  poverty  stricken.  This  led 
to  more  and  more  discontent. 

Then  two  things  happened  which 
added  to  the  strain  of  the  contra- 
diction. The  first  was  the  great  world 
depression  of  the  nineteen  twenties 
and  thirties.  No  longer  could  even 
the  economic  theorists  defend  capital- 
ism in  its  pure  form.  Government  had 
to  be  injected  into  the  system  either 
directly  or  indirectly.  The  second  and 
final  factor  was  World  War  II.  It  was 
reluctantly  admitted  that  an  even 
greater  injection  of  government  in- 
tervention could  improve  at  least  the 
material  position  of  the  populations. 
Old  commercial  and  governmental 
ties  were  disrupted.  The  Asians  liked 
the  idea  brought  to  them  by  the  Jap- 
anese of  "Asia  for  Asians."  Russia 
and  China  emerged  as  world  powers. 
The  United  States,  long  a  neutralist 
nation,  found  itself  in  a  position  of 
world  leadership,  by  default  from  the 
British,  which  it  was  reluctant  to 
accept. 

The  world's  population  became 
conscious  of  nationality,  color,  wealth 
and  political  determination.  The  ques- 

14  THE  AGNES  SCOTT 


tion  suddenly  arose  as  to  the  method 
of  asserting  yourself.  Shall  we  utilize 
unadulterated  capitalism?  Obviously, 
no.  Who  can  wait  three  hundred 
years  when  the  odds  are  that  you  will 
never  catch  up?  But  if  you  don't 
utilize  individualistic  capitalism,  this 
automatically  implies  government  in- 
tervention. The  free  world  continues 
to  shudder  today  watching  the  ma- 
jority of  the  world's  population  make 
their  decision  as  to  the  extent  of  the 
government  intervention. 

Government  intervention  implies 
some  limiting  factor  to  democracy. 
But  this  is  no  problem  to  the  four- 
fifths  of  the  world  who  are  largely 
underfed,  overworked,  uneducated, 
poorly  cared  for  medically,  who  have 
never  really  known  freedom  or,  as  far 
as  that  goes,  social  equality.  They 
point  to  what  Russia  has  done  in 
forty  years.  Capitalism  may  be  bur- 
ied by  a  wave  of  numbers  in  the 
world. 

And  the  church  which  has  followed 
the  teachings  of  the  Man  who  gave 
the  spark  of  hope  to  mankind  in  the 
battle  against  tyranny,  poverty,  sick- 
ness and  war  has  been  in  a  sense 
losing  ground.  Why  have  the  peoples 
of  the  world  accepted  the  teachings 
but  not  the  Teacher? 

Answer  in  church  history 

The  answer  can  be  traced  to 
church  history.  The  church  as  a  body 
has  seemingly  done  very  little  to  lead 
the  struggle.  It  has  taught,  although 
not  whole-heartedly,  but  not  acted. 
Millions  have  been  killed  in  denom- 
inational wars.  Governments  have 
had  to  provide  charity,  since  little  is 
provided  by  churches.  Churches  have 
only  scratched  the  surface  in  provid- 
ing for  the  sick  through  hospitals, 
research,  and  clinics.  Politically  they 
have  supported,  by  non-action,  politi- 
cal tyrants.  Few  denominations  ac- 
tually practice  social  equality.  The 
churches  themselves  present  a  con- 
fused front  to  the  world  in  that  they 
all  have  somewhat  different  beliefs 
and  methods  of  worship.  Christian- 
ity as  practiced  by  most  churches  is 
confusing.  It  seems  to  take  away 
older  beliefs  of  non-Christians  but  it 
does  not  replace  them  with  anything 
firm. 


Today  the  avowed  advocates  of 
atheism  are  ostensibly  practicing 
more  Christian  beliefs  than  the  Chris- 
tians, with  the  exception  of  belief  in 
war  and  world  domination.  It  is  the 
atheists,  the  communists,  who  are  the 
real  challenge  to  the  United  States, 
which  is  the  richest  and  one  of  the 
most  Christian  countries  in  the  world. 
The  socialist  countries,  with  excep- 
tions, are  falling  behind  in  the  eco- 
nomic race. 

Rich  get  richer 

The  much  heralded  race  between 
India  and  China  is  an  example.  After 
little  more  than  ten  years,  China  is 
the  sixth  largest  producer  of  steel 
and  the  third  largest  producer  of 
coal  in  the  world.  Granting  the  gains 
in  India  under  its  present  socialistic 
government,  it  would  seem  that  the 
race  may  be  a  run-away  in  the  next 
ten  years  with  continued  Russian  sup- 
port. The  rich  nations  of  the  world 
get  richer  and  the  poorer  ones 
poorer.  South  America,  Asia,  Africa, 
and  the  Middle  East  will  probably  be 
doomed  to  perpetual  poverty  unless 
they  obtain  more  and  more  assistance 
which  does  not  seem  to  be  forthcom- 
ing currently. 

The  United  States  in  the  eyes  of 
the  world  appears  to  support  colonial- 
ism as  evidenced  by  the  recent  fiasco 
in  the  United  Nations  between  France 
and  Tunisia  when  we  supported 
France.  We  appear  to  support  dicta- 
tors as  evidenced  by  military  and 
material  aid  to  Franco,  Chang  Kai- 
Shek  and  Sigmund  Rhee.  We  appear 
indifferent  to  poverty  when  we  let 
food  rot  in  warehouses  while  the 
world  is  hungry.  We  appear  to  con- 
done sickness  when  the  wealthiest 
nation  of  the  world  is  indifferent  to 
needs  of  many  of  its  own  people.  We 
appear  to  be  a  war  monger  by  en- 
circling Russia  and  China  with  air 
bases  and  troops  for  our  protection. 

As  a  nation  we  seem  to  stand  for 
the  very  opposite  of  the  things  that 
Christ  advocated  and  the  church  ap- 
pears to  have  no  concern  or  respon- 
sibility in  this.  For  example,  wh^ 
hasn't  the  church  been  a  leader  in  the 
peace  movement?  Why  is  it  always 
left  up  to  governments  to  advocate 
peace?      The      church      does     pray, 


granted,  but  moves,  oh  so  slowly, 
toward  action. 

For  many  years  the  United  States 
was  an  active  leader  in  the  struggle 
for  freedom  and  other  ideals,  but  it 
is  losing  face  today  in  the  eyes  of  the 
world.  The  church  may  not  be  grow- 
ing in  relation  to  the  growth  of  the 
populations  of  the  world  because  it 
is  caught  in  the  eternal  conflict  of 
condoning  selfishness  and  preaching 
selflessness. 

Would  there  be  any  Marxian  com- 
munists if  ive  had  all  acted  like 
Christians? 

Some  have  also  questioned  whether 
capitalism  is  compatible  with  Chris- 
tianity? This  is  debatable,  but  it 
would  work  if  we  followed  more  the 
slogan  which  Marx  and  the  com- 
munists may  have  stolen  from  the 
life  of  Christ,  and  roughly  trans- 
lated into  "to  each  according  to  his 
ability  and  to  each  according  to  his 
need." 

New  moral  leadership 

Today  some  groups  must  be  mar- 
tyrs. The  church  must  decide  the 
moral  way  on  many  or  all  contem- 
porary problems,  such  as  social  prob- 
lems, charity  and  medical  aid,  par- 
ticularly to  the  aged.  It  must  even 
be  prepared  to  martyr  itself  as  its 
Leader  did  once  before.  It  is  up  to 
the  church  to  lead  the  population  of 
this  country  and  the  world  toward 
the  goals  of  ending  tyranny,  poverty, 
sickness  and  wars. 

Without  this  leadership  by  the 
church,  western  nations  can  only  pre- 
sent themselves  as  a  Dr.  Jekyll  and 
Mr.  Hyde  to  the  world — a  world 
which  is  primarily  non-white,  basic- 
ally non-Christian,  illiterate  but 
learning  fast,  poor  but  ready  to  work, 
daily  leaning  more  toward  Russia 
and  China  for  leadership. 

There  would  be  many  changes 
with  such  a  new  moral  leadership, 
but  if  we  don't  adjust,  there  will  be 
changes  anyway.  The  major  changes 
may  be  brought  about  by  the  col- 
lapse of  a  civilization  which  does  not 
know  what  it  is  fighting  for  and 
which  may  ultimately  collapse  be- 
cause of  the  contradiction  of  selfless- 
ness and  selfishness. 


ALUMNAE  QUARTERLY  /   WINTER   1962 


15 


Tobacco  Road 
Is  Now  Paved 


Erskine  Caldwell 


Author  meets  author— Betsy  Fancher  and  Mr.  Caldwell 


ABOUT  THE  AUTHOR 

Betsy  Fancher  came  to  Agnes  Scott  in 
September  as  director  of  publicity. 
Before  accepting  this  position  she 
was  a  writer  for  the  Atlanta  Constitu- 
tion. This  fall  she  published  an  article 
in  the  Atlanta  Journal-Constitution 
Magazine  on  Erskine  Caldwell.  A 
graduate  of  Wesley  an  College  in 
Macon,  Georgia,  she  is  the  author  of 
a  book  of  short  stories  titled  Blue 
River.  She  and  her  husband  Jimmy,  a 
lawyer,  and  their  three  daughters, 
Laurie,  Amelia  and  Martha  live  In 
Atlanta. 


A   well-identified    Agnes   Scott  student   gets   Mr. 
Caldwell's  autograph  after   his  campus  lecture. 


Georgia-born 
Erskine  Caldwell 
visits  campus  and 
describes  the  hardshi 
of  being  a  writer 

By 

BETSY 

FANCHER 


AUSTERELY  dressed  in  a  black  suit, 
/\  black  vest  and  black  tie, 
A.  A.  Erskine  Caldwell  today  looks 
more  like  a  middle-aged  banker  than 
the  hotly  denounced  author  of  the 
century's  two  most  controversial  best 
sellers,  God's  Little  Acre  and  Tobacco 
Road. 

At  57,  he  wears  his  sandy  hair 
close  cropped.  Freckles  dot  his  red- 
dish skin.  His  glance  is  intense,  his 
manner  reserved  and  his  speech  is 
softened  by  a  lingering  Georgia  ac- 
cent. 

Visiting  the  Agnes  Scott  campus 
in  November,  he  faced  an  audience  of 
500  students,  few  of  whom  had  read 
the  novels  which  shocked  and  out- 
raged the  thirties.  Fewer  still  were 
familiar  with  the  starkly  impover- 
ished world  of  which  Caldwell  wrote. 
Tobacco  Road  is  paved  now.  Its 
crumbling  tenant  shacks  have  given 


16 


THE  AGNES   SCOTT 


way  to  comfortable  farm  houses,  and 
the  specter  of  hunger  no  longer 
haunts  the  blighted  east  Georgia 
fields. 

But  if  the  fictional  world  of  Erskine 
Caldwell  seems  far  removed  from  the 
affluent  sixties,  the  writer  himself  has 
a  profoundly  relevant  message  for 
the  younger  generation.  No  one, 
with  the  possible  exception  of  John 
Steinbeck,  has  penned  with  greater 
frankness  and  force  the  harsh  facts 
of  human  suffering  and  spiritual  dep- 
rivation. And  it  is  no  accident  that 
some  60,000,000  copies  of  his  36 
novels  are  now  in  print  in  almost 
every  country  of  the  world. 

Walked  tobacco  roads 

Few  frankly  regional  writers  have 
had  a  more  widespread  appeal.  Why? 
Because  the  South  of  Erskine  Cald- 
well is  as  universal  as  hunger  and 
despair. 

As  a  preacher's  son  in  Wrens.  Ga., 
Caldwell  walked  the  desolate  tobacco 
roads  with  "hungry  people  wrapped 
in  rags,  going  nowhere  and  coming 
from  nowhere."  To  Caldwell,  the 
South  was  Jefferson  County  and  the 
cotton  ginnery  at  Wrens,  it  was 
sharecroppers  and  absentee  land- 
lords, it  was  hunger  and  a  poverty 
that  crushed  the  human  spirit  and 
threatened  the  essential  dignity  of 
man. 

He  never  saw  the  moonlight  and 
magnolias. 

"I  could  not  become  accustomed  to 
the  sight  of  children's  stomachs  bloat- 
ed from  hunger  and  seeing  the  ill 
and  aged  too  weak  to  walk  to  the 
fields  to  search  for  something  to 
sat,"  he  recalls. 

Caldwell's  concern  has  always  been 
with  people,  his  driving  ambition  to 
write  of  them  "as  they  are,  with- 
3Ut  regard  for  fashions  in  writing 
ind  traditional  plots." 

Quietly,  but  not  without  passion, 
aldwell  says  "Every  man  must  write 
lis  own  story  in  his  own  way."  This 
le  has  done  despite  the  bitter  criti- 
cism of  fellow  Georgians  who  have 
ried  to  ban  his  books,  censor  his 
jlays  and  once  succeeded  in  driving 
he  Hollywood  movie  crew  of  God's 
Little  Acre  away  from  Augusta,  Ga., 


and  the  "peanut  curtain."'  ( The  movie 
was  finally  filmed  in  California.) 

Discussing  his  craft.  Caldwell 
speaks  with  the  authority  of  the  com- 
pletely dedicated  writer  who  "never 
wanted  to  do  anything  but  close  the 
door  and  write,"  and  who,  with  36 
books  behind  him,  still  hews  to  a 
rigid  seven-day-a-week  work  schedule. 

"Writing  is  not  easy — at  least  for 
me  it  is  not"  he  told  Scott  students, 
and  then,  with  a  trace  of  bitterness, 
"no,  I  would  not  advise  anyone  to  be 
a  writer.  The  hardships  are  too 
great." 

Few  writers  have  put  in  a  more 
trying  apprenticeship.  In  1926. 
when  Caldwell  left  a  reporter's  job 
on  the  Atlanta  Journal  for  a  distant 
spot  on  the  map — Mt.  Vernon,  Maine 
— he  was  prepared  to  devote  five 
years  to  learning  his  craft.  There,  in 
a  drafty  farmhouse,  he  worked 
through  bone  chilling  winters  writ- 
ing short  stories  and  collecting  re- 
jection slips — some  of  them  accom- 
panied by  a  terse  note  advising  the 
author  that  fiction  was  not  his  forte. 

Sells  first  stories 

When  at  last  the  late  Maxwell  Per- 
kins, then  editor-in-chief  of  Scrib- 
ner's,  wrote  him  that  he  would  buy 
one  of  his  stories  for  Scribner's  mag- 
azine, Caldwell  packed  a  sheaf  of 
manuscripts,  boarded  a  bus  for  New 
York  and  delivered  them  in  person 
to  Perkins'  secretary. 

When  Perkins  called  him  the  next 
day,  the  lank  and  hungry  young  au- 
thor protested  only  feebly  an  offer  of 
"two-fifty"  for  two  stories. 

Perkins  upped  the  price  to  "three- 
fifty." 

Caldwell  said  he'd  hoped  the  stories 
would  bring  a  little  more  than  three 
dollars  and  fifty  cents. 

Perkins  of  course  meant  three  hun- 
dred and  fifty  dollars. 

Tobacco  Road,  his  first  major 
work,  was  written  in  a  furnished 
room  in  New  York,  where  Caldwell 
frequently  worked  through  the  night 
living  on  bread  and  cheese  and  oc- 
casionally feasting  on  lentil  soup. 

The  novel's  publication  was  greeted 
with  a  flurry  of  reviews,  contradic- 
tory enough  to  cancel  out  each  other 


and  to  convince  Caldwell  once  and 
for  all  that  it  is  the  reader,  not  the 
reviewer,  who  matters. 

Well  over  six  feet  tall,  Caldwell 
weighed  less  than  100  lbs.  when  To- 
bacco Road  was  published.  In  five 
years  he  had  acquired  little  more 
than  a  nickname.  "Skinny."  But  he 
had  become  a  writer.  He  had  forged 
out  of  the  everyday  speech  of  men  a 
strong,  sure,  simple  prose;  he  had 
mastered  the  coarse  raw  material  of 
poverty  and  human  suffering  and  had 
written  one  of  the  most  starkly  hon- 
est, if  shocking,  novels  of  the  twen- 
tieth century. 

Cains  international  fame 

By  1933,  the  dramatic  version  of 
Tobacco  Road  had  opened  what  was 
to  be  a  seven-and-a-half  year  run  on 
Broadway,  and  Caldwell  had  finished 
the  best  selling  novel  of  all  time, 
God's  Little  Acre.  Ahead  lay  over  two 
dozen  more  books,  an  episode  of 
high  excitement  as  a  journalist  in 
the  Russo-German  war,  and  a  succes- 
sion of  far-ranging  travels  and  lav- 
ishly paid  stints  as  a  Hollywood 
writer. 

His  almost  legendary  popularity 
not  only  in  the  United  States  but  in 
Japan.  Russia.  France,  Great  Bri- 
tain and  Spain,  has  never  extended 
to  his  native  state.  Irate  Georgians, 
full  of  a  bitter  sense  of  betrayal,  have 
denounced  his  work  as  flagrantly  ob- 
scene and  dishonest. 

Yet  the  preacher's  son  from  Wrens 
is  still  deeply  rooted  in  east  Georgia's 
sandy  soil;  he  visits  this  state  almost 
yearly,  he  intends  to  go  on  writing 
about  southern  life,  and  he  would 
advise  other  southern  writers  to  do 
the  same. 

"The  field  is  wide  open,  and  the 
world  is  eagerly  waiting  for  it  to  be 
productive,"  he  says  today.  "The  ra- 
cial upheavals,  the  economic  changes 
and  the  social  conglomerate  provide 
materials  for  fiction  that  cannot  be 
found  anywhere  else  in  the  world. 
The  young  southern  writer  has 
enough  materials  at  hand  now  to 
work  with  for  the  rest  of  his  life.  I 
hope  he  will  get  at  it  with  honesty 
and  courage  and  with  a  perceptive 
view  of  life  in  the  South." 


M.UMNAE  QUARTERLY  /   WINTER   1962 


17 


DEATHS 


Institute 

Florence  Quillian  Bishop  McMullan  (Mrs. 
L.  L.),  Oct.  12,  1961.  Alice  Cummings 
Greene,  March  15,  1961.  Jessie  Hall  Fitz- 
gerald (Mrs.  B.  Davis),  Nov.  13,  1961.  Mary 
McPherson  Alston  (Mrs.  R.  A.),  Sept.  28, 
1961,  mother  of  President  Wallace  Mc- 
Pherson Alston.  Clara  Mae  Smith,  Nov.  2, 
1961.  Mary  Somerville  Bishop  (Mrs.  D.  H.) 
in  October.  Her  sisters  are:  Ella  Somer- 
ville, Academy,  and  Teresa  Somerville 
Price,  Institute. 

Academy 

Lucy  McCutchen  Armstrong.  Nov.  7,  1961. 
Marguerite  Brantley  Griffin  (Mrs.  Harvey), 
Dec.  31,  1960.  Zowella  King  Lykes  (Mrs. 
T.  M.)  in  1961.  Anne  Pope  Mitchell  (Mrs. 
C.  BJ,  Oct.  22,  1961. 

1906 

Ethyl  Flemister  Fife  (Mrs.  Paul  B.),  Dec. 
6,  1960.  She  was  the  mother  of  Martha 
File  Wink  '40. 

1909 

Edith  Lott  Dimmock  (Mrs.  E.  W),  date 
unknown. 

1910 

Isabel  Nunnally  Knight  lost  her  husband 
in  November. 

1915 

Herbert  L.  Thornton,  husband  of  Lorinda 
Farley  Thornton.  Aug.  7. 

1917 

Edna  Cohen,  August,  1960. 

1923 

Elizabeth  Dickson  Steele  (Mrs.  W.  T.), 
Sept.  30,  1961. 

1924 

guerite   Dobbs  Maddox    (Mrs.    C.    V.), 
uly  20,  1961. 

1926 

Mrs.  Jennie  Hopwood  Slaughter,  mother 
>f  Sarah  Q.  Slaughter,  Dec.  10,  1961. 


1928 

Janet    MacDonald's   mother,   in   November. 

1932 

Margaret  Hirsch  Strauss  (Mrs.  O.  R.,  Jr.) 
in  1961.  Dr.  Henry  C.  Collins,  husband  of 
Olive  Weeks  Collins  and  father  of  Mar- 
garet Collins  Alexander  '60,  on  Nov.  23, 
1961. 

1935 

Fain  Wilson  Ingram,  husband  of  Fidesah 
Edwards  Ingram,  Sept.  25,  1961. 

1936 

John  McKamie  Wilson,  Sr.,  husband  of 
Elizabeth  Burson  Wilson,  in  an  automobile 
accident,  Oct.  23,  1961. 

1941 

Mrs.  William  J.  Franklin,  mother  of  Louise 
Franklin  Livingston  and  Virginia  Franklin 
Miller  '42,  May  14,  1961.  Nellie  Richard- 
son Dyal  (Mrs.  Milton)  in  1961. 

1947 

Isabel  Asbury  Oliver  (Mrs.  C.  M.,  Jr.), 
Oct.   12.   1961. 

1949 

Stanhope  E.  Elmore,  father  of  Kate  Durr 
Elmore,  Oct.  13,  1961. 

1957 

Cemille  Miller  Richardson's  father  in 
April,  1961. 

1959 

Kathleen  Brown  Efird's  father,  in  October. 

1960 

Cameron  P.  Cooper,  husband  of  Jill  Imray 
Cooper,  in  a  plane  crash  in  September. 
1961.  Janie  Matthews'   mother,   1961. 

Specials 

Kate  Rea  Garner  (Mrs.  A.  W.),  Oct.  17, 
1961.  Margaret  L.  Scott,  November,  1961. 


19 


Guy  Hayes 

President  Wallace  Alston  talks  with  General  Carlos  Romulo.  General  Romulo,  a  former  representative 
to  the  U.N.  from  the  Philippines,  spoke  at  Agnes  Scott  on  January  4,  sponsored  by  Lecture  Comrmttee. 


The  college  welcomed  back  to  the  campus  this 
month  May  Sarton,  distinguished  American  poet 
and  novelist.  In  1958,  she  came  to  Agnes  Scott 
to  participate  in  the  first  Fine  Arts  Festival.  Her 
new  novel  The  Small  Room,  published  by  W.  W. 
Norton  and  Co.,  Inc.,  is  a  perceptive  study  of  a 
small  liberal  arts  college  for  women  and  the  re- 
lationship between  teacher  and  student. 


\  LcrfciA, .  .  . 


Countdown  Time  for  The  Agnes  Scott  Fund 


'ime  seems  telescoped  in  this  winter  quarter,  for  me  at 
ast.  and  it  is  good  to  rest  quietly  for  a  moment  and  try 
)  put  all  this  activity  into  some  sort  of  perspective.  As 
lis  issue  of  the  magazine  began  to  come  into  focus.  I 
ealized  that  it  was  an  excellent  example  of  the  myriad 
ressures  of  our  times.  The  diversity  of  these  articles 
effects  but  a  portion  of  the  pulls  in  diverse  directions 
diich  face  each  of  us  in  the  second  half  of  the  twentieth 
entury. 
Let  us  rejoice  that  as  educated  women  we  have  from 
ur  Agnes  Scott  heritage  the  capacity  to  stand  steadfast 
s  sane  and  humane  human  beings,  prepared  to  deal  with 
le  tumult  of  the  world  around  us  and  in  us.  And,  as  we 
leasure  it,  we  have  arrived  swiftly  at  this  vantage  point. 
fot  too  long  ago,  Ellen  Glasgow,  in  her  novel,  Virginia, 
escribed  southern  education  for  women  in  somewhat 
cathing  terms: 

Education  was  founded  upon  the  simple  theory  that  the  less 
a  girls  knows  about  life,  the  better  prepared  she  would  be  to 
contend  with  it.  Knowledge  of  any  sort  .  .  .  was  kept  from  her 
as  rigorously  as  if  it  contained  the  germs  of  contagious  disease 
.  .  .  the  chief  object  of  her  upbringing  was  to  paralyze  her 
reasoning  faculties  so  completely  that  all  danger  of  mental 
"unsettling"  or  even  movement,  was  eliminated  from  her  future. 

ran  across  this  quotation  in  a  news  release  from  the 
iditorial  and  Research  Service  of  the  Southern  Regional 

ducation  Board.  The  release  is  headed  "Women  and 
Iducational  Dollars"  and  decries  the  fact  that  it  is  difficult 
3  funnel  the  educational  dollar  into  higher  education  for 
ramen  in  the  South  but  insists  that  ways  must  be  found 
o  do  this.  The  final  paragraph  of  the  release  states: 

As  the  South  moves  toward  the  21st  century  with  its  new 
problems  of  industrialization,  space  exploration,  and  urbaniza- 
tion, it  will  demand  the  trained  talents  of  every  citizen.  The 
universities  and  colleges  of  the  South  have  a  special  challenge 
in  the  preparation  of  women  to  serve  the  region  and  the  nation. 

Agnes  Scott  is  about  to  launch  a  new  annual-giving  pro- 
ram,  and  we  have  high  hopes  that  it  will  be  a  major 
tieans  of  chaneling  that  educational  dollar  into  the  best 
ind  of  higher  education  for  women.  To  the  Alumnae 
'und.  our  former  annual-giving  program,  we  have  said 

1UMNAE  QUARTERLY  /  WINTER   1962 


goodbye,  and  February  17,  1962,  will  be  the  birth  date  of 
the  new  Agnes  Scott  Fund.  The  Fund  will  have  several 
divisions:  alumnae,  parents,  friends,  business  and  indus- 
try, foundations. 

The  alumnae  division  of  the  new  program  will  be  acti- 
vated first,  as  is  fitting  since  annual  giving  by  alumnae  is 
the  very  cornerstone  of  all  volunteer  financial  support  of 
Agnes  Scott.  A  member  of  each  alumnae  class  has  been 
asked  to  serve  as  fund  agent  for  her  class,  with  Elizabeth 
Blackshear  Flinn  '38  as  Alumnae  Fund  Chairman,  and  we 
will  hold  the  first  fund  agents'  workshop  on  the  campus 
on  February  17.  A  brochure  describing  the  Agnes  Scott 
Fund  is  in  preparation  now  and  will  be  mailed  to  each  of 
you  in  the  spring. 

President  Wallace  M.  Alston  has  decided  that  the  Agnes 
Scott  Fund  will  go  into  faculty  salaries.  The  heart  of  any 
great  college,  and  certainly  of  Agnes  Scott,  is  great  teach- 
ing. It  is  just  here,  as  the  teachers  mind  strikes  upon  the 
student's  mind,  that  the  educational  process  begins.  Presi- 
dent Alston,  in  the  ten  years  of  his  administration  has 
raised  faculty  salaries  over  100% — but  they  were  quite 
low  and  inflation  has  eaten  into  the  raises.  Now,  to  further 
plans  for  more  increment  in  faculty  salaries,  he  will  de- 
pend on  an  increased  annual-giving  program. 

The  ultimate  goal  for  faculty  salaries  at  Agnes  Scott 
must  be  to  make  them  commensurate  with  the  best  in  the 
nation.  It  is  imperative  that  we  take  steps  now  to  provide 
adequate  compensation  for  the  experienced  and  proven 
members  of  the  faculty  as  well  as  for  new  members  as 
they  grow  in  their  teaching  capabilities. 

As  we  salute  the  Agnes  Scott  Fund,  we  continue  the 
area  campaigns  for  the  Seventy-fifth  Anniversary  Develop- 
ment Program.  This  winter  we  face  to  the  Southwest, 
where  alumnae  are,  again,  taking  leadership  in  this 
capital-gifts  fund  raising.  The  area  campaigns  and  their 
alumnae  chairmen  are:  Little  Rock,  Arkansas,  Mary 
Amerine  Stephens  (Mrs.  Jack)  '46;  Shreveport,  La.,  Julia 
Grimmet  Fortson  (Mrs.  W.  Alvin)  '32:  Dallas,  Texas, 
Peggy  Pat  Home  Martin  (Mrs.  Harry  W.)  '47;  Houston, 
Texas,  Betty  Brown  Ray  (Mrs.  Paul  0.)  ;  Jackson,  Mis- 
sissippi, Louise  Sams  Hardy  (Mrs.  James  D.)  '41. 


Europe  with  the 

Agnes  Scott  Alumnae  Tour 

July  13-August  1,  1962 


An  Exciting  Twenty-Day,  Seven  Country  Tour  of  Europe 
Visiting  England,  Holland,  Germany,  Austria,  Switzerland, 
Italy,  and  France. 

1st  Day— Leave  NEW  YORK  by  air  for  LONDON,  ENGLAND. 

2nd  Day— LONDON— Arrive  and  travel   to  WINDSOR,  ETON 
COLLEGE  and  other  places  of  interest  outside  of  LONDON. 

3rd  Day— LONDON— Full  day  of  sightseeing,  visiting  all  of  the 
colorful  and  interesting  points  in  LONDON. 


4th  Day-  LONDON— Leave  LONDON  by  rail  for  HARWICH 
for  overnight  steamer  to  HOLLAND. 

5th  Day — AMSTERDAM — Travel  by  private  motor  coach  to 
VOLENDAM,  MARKEN,  and  other  towns  outside  of  AMSTER- 
DAM. 

6th  Day — AMSTERDAM — In  the  morning  a  complete  tour  of  the 
city  by  motor  coach.  Afternoon  at  leisure. 

7th  flay— BONN— Leave  AMSTERDAM  by  private  motor  coach 
along  the  Rhine  to  BONN. 

8th  CavCOBLENZ /FRANKFURT— Leave  BONN  by  Rhine 
steamer  to  COBLENZ.  Continue  journey  by  motor  coach  via 
MAINZ  and  WIESBADEN  to  FRANKFURT. 

9th  Day— LUCERNE— Leave  FRANKFURT  by  private  motor 
coach  for  LUCERNE  via  GERMANY'S  beautiful  forest  region 
and  the  lake  section  of  SWITZERLAND. 


10th    Day— LUCERNE— Morning    at   leisure, 
excursion  to  MOUNT  PILATUS. 


Afternoon    steamer 


12th    Day— INNSBRUCK— Morning    tour    of    city.    Afternoon    at 
leisure. 

13th  Day— ROME— Leave  INNSBRUCK  by  rail  to  ROME. 

14th    Day — ROME — Morning    free   for   shopping.    Afternoon    city 
sightseeing. 

15th  Day— ROME— Full  day  of  sightseeing. 

16th  Day— ROME— Full   day  at   leisure.   Leave   ROME    by   over- 
night train  to  NICE. 

17th  Day— NICE—  Motor  coach  tour  of  NICE,  MONTE  CARLO. 
VILLEFRANCHE,  and  BEAULIEU. 


18th  Day— PARIS— Travel  by  train  fr 


NICE  to  PARIS. 


11th  Day-  INNSBRUCK— Travel  by  rail  via  ZURICH  to  INNS- 
BRUCK. 


19th  Day — PARIS — Morning  at  leisure.  Afternoon  motor  coach 
excursion  to  VERSAILLES. 

20th  Day— PARIS— Full  day  tour  of  PARIS  by  private  motor 
coach.  Evening  jet  flight  to  NEW  YORK.  If  you  desin-.  yon 
may  return  by  steamer  from  CHERBOURG. 


AGiN'ES  SCOTT  ALUMNAE  TOUR 

Holiday  Tours,  Inc. 
5th  Floor,  Red  Rock  Building 
187  Spring  Street.  N.W. 
Atlanta  3,  Georgia 

Please  send  me  the  day-by-day  itinerary  and   other  information  on 
the  European  Tour. 

Name 


Addr 


City. 


333T.00  J.IO0S   S" 


SEND  FOR  DETAILS 

A  colorful,  descriptive  folder  has 
been  prepared  for  the  tour.  It  de- 
scribes in  detail  the  exciting  dav- 
by-day  itinerary,  and  other  perti- 
nent information  on  the  trip.  For 
your  folder,  simply  fill  in  the  form 
and   mail   to   Holiday   Tours.    Inc. 


SPRING     1962 


ry  Evmt 

50 


THE 


P(\t\       SPRING    1962  Vol.  40,  IN 

VVl/p     ALUMNAE    QUARTER 


No. 
L 


Ann  Worthy  Johnson  '38,  Editor 
Dorothy  Weakley  '56,  Managing  Editor 


CONTENTS 


4     The  Fun  in  Fund  Raising 


7     Gulliver  Now:  The  Exceptional  Woman 
by  Eleanor  Hutchens 

10     They  Cared  Enough  to  Come 

12     The  College  of  Tomorrow 

29     Class  News 

Eloise  H.  Ketchin 


39     Worthy  Notes 


FRONT    COVER : 


"Come  one,  come  all  to  the  Carnival,"  shouts  Kate  McKemie,  assistant  profei 
sor  of  physical  education.  (See  p.  4)  Cover  photograph  by  Ken  Patterson. 

Frontispiece  (opposite)  :  The  Agnes  Scott  Glee  Club  presents  a  joint  conce 
with  the  Virginia  Military  Institute  Glee  Club.  Photograph  by  Ken  Pattersoi 


The  Agnes  Scott  Alumnae  Quarterly  is  published  jour  times  a  year  (November, 
February,  April  and  July)  by  the  Alumnae  Association  of  Agnes  Scott  College 
at  Decatur,  Georgia.  Yearly  subscription,  $2.00.  Single  copy  50  cents.  Entered 
as  second-class  matter  at  the  Post  Office  of  Decatur,  Georgia,  under  Act  oj 
August  24,  1912.  MEMBER  OF  AMERICAN  ALUMNI   COUNCIL 


VEoment  of  Song 


SPRING  1962 


Spring  is  welcomed  with 
many  moments  of  song  by  the 
Agnes  Scott  Glee  Club.  After 
a  concert  with  the  Virginia  Military 
Institute  Glee  Club  on  campus,  the 
Agnes  Scott  Glee  Club  made  its 
first  spring  tour  and  presented  joint 
concerts  with  Davidson  and  V.M.I. 


A  campus  carnival,  complete  with  side  shows 
and  rides,  proves  to  be 

THE  FUN  IN 
FUND  RAISING 


As  a  "slave  for  the  day,"  Mr.  George  P.  Hayes  sweeps  the  floor  for  his  owners. 


How  often  does  an  alumna 
Agnes  Scott  College  get  i 
volved  in  a  community  o 
ganization  which  must  devise  son 
means  of  raising  money?  The  quic 
est  answer  we've  had  to  this  is  fro 
an  alumna  who  said:  "around  tl 
clock."  She  added  that  she  w; 
drowning  in  a  sea  of  Girl  Scout  coo 
ies,  church  bazaars,  and  calls  on  he 
neighbors  to  discuss  dread  disease 
For  some  fresh  ideas  in  this  are 
we  take  a  leaf  from  the  annals 
student  activities  at  Agnes  Scot 
Once  a  year,  usually  in  January,  fun 
raising  is  done  through  an  evei 
sponsored  by  the  Junior  Class  an 
called  "Junior  Jaunt." 

Preparation  for  Junior  Jaunt  b< 
gins  with  a  decision  by  the  studen 
about  which  of  the  myriad  reques 
for  funds,  from  every  known  agenc 
they  can  support.  This  year  the  mone 
was  divided  among  three  organiz; 
tions,  the  Georgia  Mental  Health  A 
sociation,  the  Marian  Howard  Schoi 
for  Exceptional  Children  in  Decatu 
and  the  American  Medical  Mission  i 
Korea.  (Marian  Howard  is  an  alumn 
who,  handicapped  herself,  is  devo 
ing  her  life  to  educating  handicappe 
children.) 

"Suppressed  Desires  Day,"'  whic 
launches  Junior  Jaunt,  has  becorrt 
an  Agnes  Scott  tradition — it  needs 
special  article  to  do  it  full  justict 
Suffice  it  to  say  that  students  ma; 
for  a  whole  day,  with  prior  approvs 
from  the  faculty  of  a  list  of  request- 
for  uninhibited  actions  and  upon  th 
payment  of  one  dollar,  "unsuppress 
some  of  their  desires.  The  trends  i 
such  unsuppressions,  annually,  an 
toward  such  things  as  calling  facultl 
members  by  their  first  names,  shorn 
ing  in  the  McCain  Library,  wearin 
whatever  attire  they  may  choose  am 
eating  in  the  faculty  dining  room 
The  only  "suppressed  desires"  re 
quests  we've  ever  heard  refused  b 
the  faculty  were  denied  for  reason 
of  health  and  safety  or  unnecessar 
interruption  of  the  academic  proces 
-like  climbing  the  tower  of  Mai 
Building  or  chewing  bubble  gum  i 
class. 

And  sometimes  the  students  can  b 
very,  very  helpful,  if  subtly  so,  t 
the    faculty    on    Suppressed    Desire 

THE  AGNES  SCO! 


PHOTOS   BY   KEN   PATTERSON 


Mr.  William   A.   Colder  gives  a   student  a 
scooter  tour  of  the  campus — for  a  fee. 


)ay.  For  example,  this  year  a  group 
f  Seniors  who  had  taken  their  fresh- 
lan  English  course  from  Ellen  Doug- 
iss  Leyburn  '27  presented  Miss  Ley- 
urn  with  a  rubber  stamp  for  use  on 
tudent  themes  which  reads:  "Marred 
y  careless  errors."  (An  aftermath 
f  this  was  that  on  Valentine's  Day, 
ome  of  Miss  Leyburn's  current 
'reshmen  presented  her  with  a  stamp 
ad.) 

In  many  of  the  publications  issuing 
•om  Agnes  Scott,  there  are  references 
)  the  close  relationships  among  stu- 
ents  and  faculty.  Nothing  in  the 
cademic  life  can  portray  this  as 
learly  as  the  willingness  of  both 
roups  to  enter  wholeheartedly  into 
le  activities  comprising  Junior  Jaunt, 
his  year  there  was  a  "faculty  slave 
uction"  the  night  before  Suppressed 
•esires  Day,  in  which  certain  faculty 
lembers  were  auctioned  to  the  high- 
5t  student  bidders  and  had  to  be  at 
leir  masters'  command  for  The  Day. 
he  handsomest  of  the  slaves  brought 
le  highest  price — Michael  Brown,  a 
oung  member  of  the  history  depart- 
lent  faculty.  For  $80.00,  he  had  to 
ike  a  history  quiz  (his  grade  is  not 
1  yet)  and  received  orders  to  kiss 
Jch  member  of  his  class. 

Mr.  George  Hayes,  head  of  the 
nglish  department,  performed  such 


IUMNAE   QUARTERLY  /   SPRING   1962 


duties  as  sweeping  floors,  attending 
certain  classes  for  his  owners,  recit- 
ing lines  from  Chaucer  in  Old  Eng- 
lish and  taking  an  English  quiz — on 
which  he  made  a  B. 

Harriet  Talmadge  '58,  assistant  to 
the  Dean  of  Students,  drew  the  ardu- 
ous duty  of  slaving  over  an  ironing 
board  set  up  in  "The  Hub,"  the  stu- 
dent activities  building.  After  she  had 
finished  many  shirts,  blouses  and 
dresses,  her  owners  demanded  that 
she  do  the  twist  and  the  limbo.  Her 
performance  was  so  excellent  that 
she  got  time  off  for  "circular  be- 
havior." 

Each  year  the  highlight  of  Sup- 
pressed Desires  Day  is  the  skit  pre- 
sented during  chapel  time  by  stu- 
dents who  "take-off"  faculty  mem- 
bers, usually  including  the  President 
of  the  College.  One  of  the  delights  for 
the  audience  is  in  watching  George 
Hayes,  for  instance,  go  into  gales  of 
laughter  as  he  watches  himself  being 
caricatured  on  the  stage.  In  the  skits 
students,  with  amazing  intuition,  pin- 
point foibles  as  well  as  strengths  of 
faculty  members;  this  year  a  portion 
of  the  skit  depicted  members  of  the 
Class  of  1930  who  were  still  waiting 
for  their  papers  to  be  returned  from 
a  certain  member  of  the  faculty. 

The  innovation  in  the  1962  Junior 
Jaunt  was  a  carnival,  held   the  day 


Could    the    palmist   be   telling    Dr.    Alston    there 
are  millions  of  dollars   in   the  college's  future? 


Two  students,  portraying   class  of  '30  alun 
nae,  are  still  waiting  for  their  papers! 


after  Suppressed  Desires  Day.  which 
sounds  tame  enough  until  you  know 
that  the  side  shows  for  the  carnival 
were  composed  of  faculty  members. 
Held  in  the  gymnasium,  the  carnival 
proved  to  be  a  gala  combination  of 
circus  and  Mardi  Gras.  Members  of 
the  physical  education  department 
had  done  some  gentle  persuasion 
among  the  faculty  for  participants, 
after  a  sudden  lack  of  volunteers 
when  plans  for  the  carnival  were  an- 
nounced in  a  faculty  meeting. 

Kate  McKemie.  assistant  professor 
of  physical  education,  dressed  in  a 
flamboyant  polka-dot  clown  costume, 
acted  as  barker  and  town  crier  for 
the  carnival.  She  hustled  people  into 
the  gym:  faculty  and  their  families: 
students  and  their  dates  from  Georgia 
Tech  and  Emory.  Miss  McKemie  also 
amazed  the  campus  community  with 
her  fire-eating  act.  We  did  not  know 
about  her  hidden  ability  to  gulp  down 
lighted  cigarettes. 

A  highly  popular  side  show  was 
Ferdinand  Warren,  head  of  the  art 
department,  who  came  as  a  beatnik 
artist,  complete  with  red  wig.  tarn 
and  gaudy  cigarette  holder,  and  "tat- 
tooed" students'  arms  with  riotously 
colored  abstract  designs. 

Led  by  Kwai  Sing  Chang,  asso- 
(Continued  on  page  6) 


THE  FUN  IN  FUND  RAISING 


(Continued) 


**   ir*    If' 

Artist  Ferdinand  Warren  "tattoos"  Elizabeth  McCain,  granddaughter  of  Dr.  McCain. 


There  is  no  record  of  Dr.  Alston's  score  on  the  hugging  machine. 


ciate  professor  of  Bible  and  philos 
ophy,  and  a  native  Hawaiian.  som> 
of  the  men  on  the  faculty,  Hendrik  R 
Hudson,  assistant  professor  of  phys 
ics  and  astronomy  and  associate  di 
rector  of  Bradley  Observatory,  Rober 
E.  R.  Nelson,  instructor  in  mathe 
matics.  and  John  A.  Tumblin.  Jr,! 
associate  professor  of  sociology  am 
anthropology,  made  a  passing  grad> 
on  their  hula  dance  and  an  A  plu 
on  their  attire,  authentic  grass  skirt 
and  bright  leis. 

One  side  show  attraction  had  to  bi 
outside.  William  A.  Calder,  profes 
sor  of  physics  and  astronomy  and  di 
rector  of  the  Bradley  Observatory 
rode  in  his  motor  scooter  to  the  doo: 
of  the  gymnasium.  Carnival  attend 
ers  could  hitch-hike  with  him  on  i 
tour  of  the  campus,  for  a  fee.  Alum 
nae  will  recall  that  the  motor  scoote) 
is  Mr.  Calder's  normal  mode  of  trans 
portation.  He  would  like  for  you  tc 
know  that  he  has  a  new  machine 
beautiful  red  and  cream  colored  196S 
model  which  averages  about  20( 
miles  to  a  gallon  of  gas. 

Back  in  the  gym,  two  side-shows 
stayed  crowded.  One  was  a  fortune 
telling  booth  manned  by  a  foreigr 
alumnus  borrowed  from  Georgia  Tech 
President  Wallace  M.  Alston  con- 
suited  this  seer  but  declined,  prop 
erly,  to  divulge  the  secrets  he  heard 
Dr.  Alston  also  swelled  the  crowd  al 
the  other  booth,  where  a  "hugging 
machine"  was  the  great  attraction 
but  there  is  no  record  of  his  record 
here. 

After  the  faculty  members  had 
done  their  assigned  stints,  they  strug- 
gled home  to  recuperate,  and  the 
1962  version  of  Junior  Jaunt  was  cli 
maxed  with  assorted  contests  for  the 
students,  such  as  dances  and  a  most 
involved  game  in  which  the  boys 
raced  carrying  their  dates  piggyback 
The  girls  carried  eggs,  and  the  con- 
test  was  to  smash  opponents'  eggs 
while  protecting  your  own. 

A  grand  total  of  $1,600  was 
realized  from  all  this  ingenious  ac- 
tivity; three  most  worthwhile  organ- 
izations were  aided  financially,  and, 
best  of  all,  Junior  Jaunt  this  year 
proved  to  be  a  time  when  faculty  and 
students  could  relax  together  and  en- 
joy informal  good  fun. 

THE  AGNES  SCOTT 


EDITOR'S  NOTE:  Eleanor  N.  Hutchens  '40  was  the 
speaker  for  the  special  Founder's  Day  meeting  of  the 
Washington,  D.  C.  Alumnae  Club,  of  which  Priscilla 
Sheppard  Taylor  '53  is  president.  This  article  was 
adapted  from  Eleanor's  speech.  She  is  an  associate 
professor  of  English  at  Agnes  Scott  and  is  president  of 
the  national  Agnes  Scott  Alumnae  Association. 


Gulliver 

Now: 


The  Exceptional  Woman 


By  ELEANOR   N.   HUTCHENS,   '40 


W 

▼     TEJ 


E  remember  Gulliver  as  an  intensely  aver- 
age Englishman:  the  middle  son  in  his  middle-class 
family,  a  man  of  middling  means  and  middling 
success,  who  starts  his  travels  with  a  conventional 
set  of  unexamined  ideas  about  the  English  society 
which  has  produced  him.  But  the  Gulliver  who  is 
born,  so  to  speak,  into  the  "several  remote  nations 
of  the  world"  to  which  his  unluckier  voyages  take 
him  is  an  exceptional  individual.  He  comes  into  each 
of  these  countries  a  stranger  and  alone,  with  some 
glaring  difference  setting  him  apart  from  the  native 
inhabitants.  In  each  of  them,  in  various  ways,  he 
suffers  as  the  exceptional  individual  in  society. 

The  picture  of  a  huge  Gulliver  bound  to  earth 
by  hundreds  of  tiny  ligatures  is  so  familiar  to  us 


as  to  feel  like  an  archetypal  image,  which  perhaps 
it  is.  We  remember  widi  almost  equal  vividness  the 
Lilliputians  mounting  his  chest  to  make  speeches 
to  him,  and  being  taken  up  into  his  hands  to  give 
him  orders.  There  is  the  search  of  his  pockets,  from 
which  he  manages  to  save  his  spectacles  and  a  small 
spyglass.  There  is  Gulliver  towing  the  enemy  fleet 
amid  a  shower  of  needle-like  arrows,  and  there  are 
notable  instances  in  which  he  helps  his  hosts  in 
other  ways.  Finally  comes  his  disillusionment  as  he 
learns  diat  he  is  condemned  to  be  first  blinded  and 
then  starved  to  death.  As  the  exceptional  individual 
in  Lilliputian  society,  then,  a  man  twelve  times  nor- 
mal size,  he  is  born  shackled  by  innumerable  petty 
restrictions.  He  is  subjected  to  the  will  of  lesser 


ALUMNAE  QUARTERLY  /   SPRING   1962 


Gulliver  Now 

(Continued  from  page  7) 

men.  He  is  deprived  of  his  superior  tools,  keeping 
only  his  powers  of  observation.  He  is  used  for  un- 
worthy ends.  Once  demonstrated,  his  outstanding 
ability  arouses  fear  and  suspicion,  and  he  is  marked 
for  destruction. 

Gulliver's  next  incarnation  takes  place  in  a  land 
where  he  is  one-twelfth  normal  size.  For  the  pur- 
poses of  our  thesis,  let  us  consider  this  fact  as 
meaning  that  the  exceptional  person  is  at  a  dis- 
advantage before  sheer  mass:  he  is  a  minority  of 
one.  Gulliver  is  played  with  as  a  toy,  he  is  ex- 
hibited for  money,  he  is  subjected  to  such  ridiculous 
indignities  as  stumbling  over  a  crust  and  being 
dropped  into  a  bowl  of  cream,  he  is  bought  and 
sold,  and  he  is  at  the  mercy  of  children,  of  a  dwarf, 
and  of  small  animals.  He  is  regarded  at  best  with 
affectionate  amusement.  So  just  as  his  "soul's  im- 
mensity" may  be  said  to  have  been  denied  by  the 
Lilliputians,  his  soul's  autonomy  is  denied  by  the 
giants  of  Brobdingnag.  In  his  helplessness  before 
the  mass,  he  is  used  and  abused,  he  is  not  taken 
seriously,  and  he  is  persecuted  by  the  lesser  mem- 
bers of  conventional  society.  His  only  remedy  is 
escape  by  chance,  and  as  the  eagle  carries  him 
away  we  are  reminded  of  the  flight  of  the  soul  from 
earthly  oppression. 

Among  the  theorists  of  Laputa  and  Balnibarbi, 
Gulliver  is  introduced  to  distortions  and  perver- 
sions of  the  intellect  which  deny  a  reality  that  only 
he  can  see  (except  for  one  native,  who  confides 
that  he  too  will  soon  be  compelled  to  adopt  the  in- 
sane practices  of  the  majority  in  order  not  to  be 
condemned  for  pride,  singularity,  and  other  faults 
usually  ascribed  to  the  superior  individual).  Here 
are  the  planners,  those  who  would  force  mind  and 
matter  into  strained  and  useless  shapes  and  who 
are  thereby  wrecking  their  own  society.  All  is 
theory;  nothing  works.  Even  when  in  Glubbdubdrib 
the  dead  are  called  up  and  even  though  some  people 
in  Luggnagg  are  marked  for  immortality  on  earth, 
the  point  is  that  theory  by  itself  is  wrong:  the  dead 
prove  history  and  criticism  mistaken,  and  the  im- 
mortals prove  to  be  not  Olympian  as  one  might 


imagine  but  the  extreme  opposite.  Despite  all  thi 
the  exceptional  man  who  recognizes  reality  is  an 
counted  stupid.  Gulliver  is  a  sort  of  tourist  hen 
an  uninvolved  observer  who  is  astonished  at  wh; 
he  sees. 

Gulliver  comes  at  last  to  a  land  where  the  Hi 
of  reason  is  led  by  horses  and  where  the  other,  H 
unworthy  aspects  of  human  life  are  exemplified  i 
terrible  manlike  beings  known  as  Yahoos.  Hei 
Gulliver  is  the  exception  in  that,  while  made  lik 
a  Yahoo  and  while  sharing  some  Yahoo  traits,  b 
is  in  some  degree  capable  of  reason  and  decency 
He  is  faced  with  a  choice,  and  he  makes  it:  he  turr 
his  back  on  the  disgusting  creatures  who  seem  to  b 
his  own  kind  and  becomes  a  servant  of  the  Houyhr 
hums,  the  noble  horses  who  condescend  for 
limited  time  to  allow  him  their  company.  Even, 
ually  told  by  them  that  he  must  go,  he  returns  tl 
England  apparently  a  madman,  one  who  cannc 
bear  the  sight  of  other  human  beings  and  who  find 
peace  and  companionship  only  with  horses.  Ther 
is  too  much  of  the  Yahoo  in  him  to  permit  him  t 
lead  the  life  of  pure  reason,  and  not  enough  t 
allow  him  to  be  content  as  a  member  of  Yahoo  sc 
ciety.  His  position  is  hopeless.  Very  gradually,  h 
slips  into  a  partial  tolerance  of  those  he  thinks  o 
as  Yahoos. 

Individuality  in  Overorganized  World 

If  this  is  an  account  of  the  exceptional  indivio 
ual  in  society,  it  is  a  discouraging  one,  the  mon 
discouraging  because  we  recognize  the  parallels  s- 
easily.  But  I  am  not  going  to  set  up  the  usual  en 
about  conformity  in  modern  life,  the  impossibility 
of  being  oneself  in  an  overorganized  world.  I  think! 
in  fact,  that  the  person  who  really  has  a  self  to  &•> 
stands  a  better  chance  of  maintaining  his  individ 
uality  now  than  ever  before.  (And  if  he  has  no  sell 
to  be,  he  can  become  an  organization  man  and  b 
happy  as  one. ) 

I  should  like,  however,  to  make  a  few  observa 
tions  about  the  exceptional  woman,  who,  while  sb 
is  in  a  better  position  than  she  has  ever  been  ii 
before,  still  suffers  from  many  of  the  plagues  o 
Gulliver:  the  petty  restrictions,  the  being  in  a  smal 
minority,  the  demand  that  her  mind  be  shaped  ii 


THE  AGNES  SCOT 


conventionally  "feminine"  ways  not  congenial  to  it, 
the  forced  choices,  the  general  jealous  vigilance 
which  accompanies  her  every  departure  from  a 
very  limited  pattern.  The  gist  of  what  I  have  to  say 
is  this:  the  woman's  college,  which  some  people 
thoughtlessly  say  no  longer  has  a  reason  to  exist, 
is  the  great  hope  for  the  exceptional  woman.  In  it, 
as  never  before  or  afterwards  in  her  life,  she  can 
be  herself  and  be  looked  upon  as  herself.  She  is 
judged  as  a  unique  person,  worth  while  in  herself, 
and  she  is  seen  as  the  person  for  whom  the  society 
she  lives  in — that  is,  her  college — exists. 

Freshman  essays  I  have  read  this  year  have  sup- 
ported this  conviction  about  the  woman's  college  in 
a  strikingly  immediate,  autobiographical  way. 
Alumnae  will  remember  that  in  the  fall  of  their  first 
year  they  were  asked  to  write  about  one  or  more 
memorable  experiences  they  had  had — experiences 
which  changed  them  in  some  way  or  gave  them  new 
insight.  I  have  been  surprised  to  see  how  very 
often  the  experience  chosen  by  the  freshman  has 
been  one  of  resisting  group  pressure  in  high  school. 
The  conflict  has  usually  been  agonizing.  The  pres- 
sure to  cheat,  for  instance,  is  applied  with  all  the 
terrific  force  adolescents  can  bring  to  bear  on  each 
other:  the  threat  of  ostracism  or  of  ridicule,  the 
charge  of  personal  disloyalty.  The  pressure  to  take 
easy,  non-academic  courses  and  to  abandon  ambi- 
tious college  hopes  is  reinforced  by  the  inner  temp- 
tation not  to  work  hard.  The  pressure  not  to  make 
high  grades  operates  in  a  similar  way;  and  the  pres- 
sure to  relax  standards  of  behavior  in  personal  re- 
lationships carries  likewise  an  extra  strength  in 
the  form  of  temptation  from  within.  But  these  pres- 
sures have  been  successfully  resisted  by  the  few 
girls  who  have  built  the  sort  of  records  which  ad- 
mit them  to  colleges  like  Agnes  Scott. 

Individuality  at  Agnes  Scott 

Now,  with  all  this  struggle  behind  her,  the  Agnes 
Scott  freshman  suddenly  enters  a  world  in  which 
1  she  is  no  longer  exceptional:  a  world  in  which  honor 
'prevails,  in  which  her  religious  life  is  respected, 
in  which  hard  work  is  the  rule,  in  which  society 
helps  her,  on  the  whole,  to  fight  temptation  instead 
of  urging  her  to  yield  to  it.  Her  exceptional  quali- 

r    ALUMNAE  QUARTERLY  /   SPRING   1962 


ties  are  now  her  assets,  not  her  liabilities.  If  she 
is  elected  to  office  or  otherwise  honored,  if  she  gains 
friendship  and  approval,  it  is  because  of  these 
qualities,  not  in  spite  of  them.  Her  personal  ambi- 
tions are  encouraged,  not  looked  upon  as  odd.  Life 
is  still  a  struggle,  but  in  a  different  way — a  way 
which  stimulates  the  growth  of  her  individuality 
rather  than  inhibiting  it.  Competition  is  hard,  but  it 
is  directed  toward  her  kind  of  goals  and  mounted 
upon  her  set  of  values.  And  in  the  competition  she 
is  free,  for  probably  the  only  time  in  her  entire 
life,  from  the  sort  of  discrimination  that  operates 
against  women  as  women.  She  is  a  first-class  citi- 
zen, able  to  develop  fully  as  an  individual.  She  is 
released  in  a  way  she  has  never  been  before  and 
may  never  be  again. 

New  Reading  of  "Sheltering  Arms" 

At  this  point,  amid  this  talk  of  freedom,  alumnae 
may  be  thinking  of  the  "sheltering  arms"  of  the 
Alma  Mater,  those  arms  of  which  we  have  sung  so 
often,  sometimes  with  ironic  reservations.  I  should 
like  to  propose  a  new  reading  of  this  metaphor.  It 
has  come  to  seem  to  me  more  and  more  that  a  col- 
lege like  Agnes  Scott  is  a  shelter  not  for  its  stu- 
dents, primarily,  but  for  the  values  they  are  to 
confirm  there  and  carry  with  them  thenceforth:  in- 
tellectual excellence,  moral  strength,  a  transcending 
faith,  and  finally  a  sense  of  their  own  worth  as 
individuals.  These  values,  in  the  Twentieth  Century 
no  less  than  in  the  Eighteenth,  must  be  nurtured 
and  sheltered  safe  somewhere  in  order  to  go  on 
being  infused  into  society  in  general.  Otherwise 
they  can  be  dissipated  and  lost. 

The  college  like  Agnes  Scott,  then,  for  a  certain 
kind  of  exceptional  woman,  is  the  land  Gulliver 
never  found — the  land  which  sends  the  sojourner 
away  fortified  rather  than  driven  mad.  "May  thy 
strength  and  thy  power  ne'er  decline,"  we  sing  at 
the  end  of  the  Alma  Mater.  On  Founder's  Day,  as 
the  College  moves  toward  its  seventy-fifth  anni- 
versary stronger  than  it  has  ever  been  before,  we 
celebrate  its  intrinsic  and  rare  worth.  As  long  as 
we  uphold  its  strength  and  its  power,  the  excep- 
tional woman  for  whom  it  exists  will  not  wander 
the  world  a  stranger  and  alone. 


PHOTOS   BY   FRED   POWLEDGE 


Julia    Napier    North    '28,    Dorothy    Cheek    Callaway    '29,    and 
Allene  Ramage  Fitzgerald  '26. 


Grace  Walker  Winn  '41,  Eleanor  Hutchens  '40,  President  of  the  Alumnae  Associa- 
tion, Betty  Medlock  Lackey  '42  (seated),  Helen  Gates  Carson  '40  and  Dorothy 
Holloran  Addison  '43  (standing). 


THEY  CARED 
ENOUGH  TO  COMEl 


to  the  first  Class  Fund  Agents'  Workshop 


ON  SATURDAY,  February  17, 
thirty-six  alumnae  from  seven  states, 
came  to  Agnes  Scott  for  an  historic 
occasion — the  first  class  fund  agents' 
workshop.  This  event  launched  the 
alumnae  division  of  Agnes  Scott's 
new  annual  giving  program,  The 
Agnes  Scott  Fund. 

Last  October,  a  committee  with 
Elizabeth  Blackshear  Flinn  '38  as 
Alumnae  Fund  Chairman,  began 
selecting  one  person  from  each  class 
to  serve  as  the  class  fund  agent.  The 
agent's  responsibility  is  to  corre- 
spond with  her  classmates  and  en- 
courage them  to  join  in  annual  giv-> 
ing  to  Agnes  Scott.  Fifty  alumnae  ac- 
cepted this  responsibility,  and  mem- 
bers of  this  group  came  to  the  campus 
for  their  orientation.  (See  Class 
News  section  for  other  pictures  of 
fund  agents.) 


Janie  McGaughey  '13,  Emily  Winn,  Institute,  W.  Ed- 
ward McNair,  Director  of  Public  Relations  and  Devel- 
opment, and   Annie  Tait  Jenkins  '14. 


Louise  Hill   Reaves  '54,  Mary  Ann  Garrard  Jernigan  '53,  Julia 
Beeman  Jenkins  '55,  and  Betty  Richardson  Hickman  '56. 


Louise  Hertwig  Hayes  '51,  Sara  Jane  Campbell  Harris  '50, 
Elizabeth  Blackshear  Flinn  '38,  Fund  Chairman,  and  Ann 
Herman   Dunwody   '52. 


Eleanor  Hutchens  '40,  president  of 
re  Alumnae  Association,  presided 
ver  the  workshop.  Speakers  for  the 
ession  were  Mr.  W.  Edward  McNair, 
)irector  of  Public  Relations  and 
development;  Ann  Worthy  Johnson 
58,  Director  of  Alumnae  Affairs; 
nd  President  Wallace  M.  Alston. 

Many  alumnae  will  be  receiving 
;tters  from  their  fund  agent  and 
rill  rejoice  in  hearing  from  a 
voice  from  the  past."  We  urge  you 
iot  only  to  rejoice  but  to  be  grateful 
or  the  time  and  effort  these  agents 
re  giving  to  Agnes  Scott. 


Jo  Smith  Webb  '30,  Ann  Worthy  Johnson  '38,  Director 
of  Alumnae  Affairs,  LaMyra  Kane  Swanson  '32,  Jean 
Grey  Morgan  '31   (standing). 


Amelia  Calhoun  Nickels  '39,  Lucile  Dennison  Keenan  '38,  Car- 
rie Phinney  Latimer  Duvall  '36,  and  Sarah  Frances  McDonald 
'36,  Regional  Vice-President  of  the  Alumnae  Association. 


Jane  King  Allen  '59,   Harriet  Talmadge  '58,  Carolyn  Mason 
Nowlin  '60,  (seated)   Nancy  Stillman  '61,  Mollie  Merrick  '57 
(standing). 


^ 


"A 


LL  AMERICAN  COLLEGES  should  have  a 
new  department  for  studies  in  cave-dwelling.  They 
should  train  storytellers  and  soothsayers.  No  radio, 
no    TV,    no    electric    light.    Darkness    and    poetry, 
what  a  beautiful  world  it  would  be,"  wrote  Niccolo 
Tucci  in  a  recent  issue  of  Saturday  Review.  American 
higher  education  is  not  contemplating  educating  for 
cave-dwelling   but    must    train    many   million    more 
storytellers  and  soothsayers  in  the  next  ten  to  fifteen 
years.  If  your  child  will  be  ready  for  college  within 
this  time,  the  following  article  was  written  especially 
for  you.  Prepared  by  a  group  of  college  editors,  it 
forms  an  authoritative  answer  to  what  is  going  to 
happen — if  we  make  it  happen.  Read,  digest  and  take 
heart  about  the  future  and  the  potential  it  holds. 


Who  will  go  to  college — and  where? 

What  will  they  find? 

Who  will  teach  them? 

Will  they  graduate? 

What  will  college  have  done  for  them? 

Who  will  pay — and  how? 


EGE 


TOMORROW 


"W 


ILL  MY  CHILDREN  GET  INTO  COLLEGE?" 

The  question  haunts  most  parents.  Here  is 
the  answer: 
Yes . . . 

►  If  they  graduate  from  high  school  or  preparatory 
ichool  with  something  better  than  a  "scrape-by"  record. 
\f  If  they  apply  to  the  college  or  university  that  is  right 
or  them — aiming  their  sights  (and  their  application 
brms)  neither  too  high  nor  too  low,  but  with  an  individu- 
ility  and  precision  made  possible  by  sound  guidance  both 
n  school  and  in  their  home. 

►  If  America's  colleges  and  universities  can  find  the 
"esources  to  carry  out  their  plans  to  meet  the  huge  de- 
nand  for  higher  education  that  is  certain  to  exist  in  this 
country  for  years  to  come. 

The  </'s  surrounding  your  children  and  the  college  of 
:omorrow  are  matters  of  concern  to  everyone  involved — 
:o  parents,  to  children,  to  alumni  and  alumnae  (whatever 
Jieir  parental  status),  and  to  the  nation's  educators.  But 
resolving  them  is  by  no  means  being  left  to  chance. 

►  The  colleges  know  what  they  must  do,  if  they  are  to 


meet  the  needs  of  your  children  and  others  of  your  chil- 
dren's generation.  Their  planning  is  well  beyond  the  hand- 
wringing  stage. 

►  The  colleges  know  the  likely  cost  of  putting  their 
plans  into  effect.  They  know  this  cost,  both  in  money  and 
in  manpower,  will  be  staggering.  But  most  of  them  are 
already  embarked  upon  finding  the  means  of  meeting  it. 

►  Governments— local,  state,  and  federal — are  also 
deeply  involved  in  educational  planning  and  financing. 
Some  parts  of  the  country  are  far  ahead  of  others.  But 
no  region  is  without  its  planners  and  its  doers  in  this 
field. 

►  Public  demand — not  only  for  expanded  facilities  for 
higher  education,  but  for  ever-better  quality  in  higher 
education — today  is  more  insistent,  more  informed  than 
ever  before.  With  this  growth  of  public  sophistication 
about  higher  education,  it  is  now  clear  to  most  intelligent 
parents  that  they  themselves  must  take  a  leading  role  in 
guiding  their  children's  educational  careers — and  in 
making  certain  that  the  college  of  tomorrow  will  be 
ready,  and  good,  for  them. 


This  special  report  is  in  the  form  of  a  guide  to  parents.  But  we  suspect  that  every  read- 
er, parent  or  not,  will  find  the  story  of  higher  education's  future  remarkably  exciting. 


I 


improved  testing  methods  and  on  improved  understanding 
of  individual  colleges  and  their  offerings. 

►  Better  definitions,  by  individual  colleges  and  univer- 
sities, of  their  philosophies  of  admission,  their  criteria  for 
choosing  students,  their  strengths  in  meeting  the  needs  of 
certain  types  of  student  and  their  weakness  in  meeting  the 
needs  of  others. 

►  Less  parental  pressure  on  their  offspring  to  attend:  the 
college  or  university  that  mother  or  father  attended;  the 
college  or  university  that  "everybody  else's  children"  are 
attending;  the  college  or  university  that  enjoys  the  greatest 
sports-page  prestige,  the  greatest  financial-page  prestige, 
or  the  greatest  society-page  prestige  in  town. 

►  More  awareness  that  children  are  different  from  one 
another,  that  colleges  are  different  from  one  another,  and 


that  a  happy  match  of  children  and  institutions  is  withii 
the  reach  of  any  parent  (and  student)  who  takes  the  pain 
to  pursue  it  intelligently. 
►  Exploration — but  probably,  in  the  near  future,  n< 
widespread  adoption — of  a  central  clearing-house  for  col 
lege  applications,  with  students  stating  their  choices  o 
colleges  in  preferential  order  and  colleges  similarly  listin 
their  choices  of  students.  The  "clearing-house"  woul 
thereupon  match  students  and  institutions  according  t 
their  preferences. 

Despite  the  likely  growth  of  these  practices,  applying  t 
college  may  well  continue  to  be  part-chaos,  part-panic 
part-snobbishness  for  years  to  come.  But  with  the  aid  c 
enlightened  parents  and  educators,  it  will  be  less  sc 
tomorrow,  than  it  is  today. 


\/y  hat  will  they  find 


in  college? 


The  college  of  tomorrow — the  one  your  children 
will  find  when  they  get  in — is  likely  to  differ  from 
the  college  you  knew  in  your  days  as  a  student. 
The  students  themselves  will  be  different. 
Curricula  will  be  different. 

Extracurricular  activities  will  be  different,  in  many 
respects,  from  what  they  were  in  your  day. 

The  college  year,  as  well  as  the  college  day,  may  be 
different. 

Modes  of  study  will  be  different. 
With  one  or  two  conspicuous  exceptions,  the  changes 
will  be  for  the  better.   But  for  better  or  for  worse, 
changes  there  will  be. 

THE  NEW  BREED  OF  STUDENTS 

it  will  come  as  news  to  no  parents  that  their  children 
are  different  from  themselves. 

Academically,  they  are  proving  to  be  more  serious  than 
many  of  their  predecessor  generations.  Too  serious,  some 
say.  They  enter  college  with  an  eye  already  set  on  the 
vocation  they  hope  to  pursue  when  they  get  out;  college, 
to  many,  is  simply  the  means  to  that  end. 

Many  students  plan  to  marry  as  soon  as  they  can  afford 
to,  and  some  even  before  they  can  afford  to.  They  want 
families,  homes,  a  fair  amount  of  leisure,  good  jobs, 
security.  They  dream  not  of  a  far-distant  future;  today's 
students  are  impatient  to  translate  their  dreams  into 
reality,  soon. 


Like  most  generalizations,  these  should  be  qualifiec 
There  will  be  students  who  are  quite  far  from  the  averag< 
and  this  is  as  it  should  be.  But  with  international  ter 
sions,  recurrent  war  threats,  military-service  obligation; 
and  talk  of  utter  destruction  of  the  race,  the  tendency  i 
for  the  young  to  want  to  cram  their  lives  full  of  living- 
with  no  unnecessary  delays,  please. 

•At  the  moment,  there  is  little  likelihood  that  the  urge  t 
pace  one's  life  quickly  and  seriously  will  soon  pass.  This  i 
the  tempo  the  adult  world  has  set  for  its  young,  and  the 
will  march  doubletime  to  it. 

Economic  backgrounds  of  students  will  continue  t 
grow  more  diverse.  In  recent  years,  thanks  to  scholai 
ships,  student  loans,  and  the  spectacular  growth  c 
public  educational  institutions,  higher  education  ha 
become  less  and  less  the  exclusive  province  of  the  son 
and  daughters  of  the  well-to-do.  The  spread  of  scholarshi 
and  loan  programs  geared  to  family  income  levels  will  ir 
tensify  this  trend,  not  only  in  low-tuition  public  college 
and  universities  but  in  high-tuition  private  institutions. 

Students  from  foreign  countries  will  flock  to  the  U.S.  fo 
college  education,  barring  a  totally  deteriorated  interna 
tional  situation.  Last  year  53,107  foreign  students,  froi 
143  countries  and  political  areas,  were  enrolled  in  1,66 
American  colleges  and  universities — almost  a  10  per  cer 
increase  over  the  year  before.  Growing  numbers 
African  and  Asian  students  accounted  for  the  rise;  th 
growth  is  virtually  certain  to  continue.  The  presence  c 


such  students  on  U.S.  campuses — 50  per  cent  of  them  are 
undergraduates — has  already  contributed  to  a  greater 
international  awareness  on  the  part  of  American  stu- 
dents. The  influence  is  bound  to  grow. 

Foreign  study  by  U.S.  students  is  increasing.  In  1959-60, 
the  most  recent  year  reported,  15,306  were  enrolled  in  63 
foreign  countries,  a  12  per  cent  increase  in  a  period  of  12 
months.  Students  traveling  abroad  during  summer  vaca- 
tions add  impressive  numbers  to  this  total. 

WHAT  THEY'LL  STUDY 

studies  are  in  the  course  of  change,  and  the  changes  will 
■affect  your  children.  A  new  toughness  in  academic 
Standards  will  reflect  the  great  amount  of  knowledge  that 
must  be  imparted  in  the  college  years. 

In  the  sciences,  changes  are  particularly  obvious.  Every 
decade,  writes  Thomas  Stelson  of  Carnegie  Tech,  25  per 
cent  of  the  curriculum  must  be  abandoned,  due  to 
obsolescence.  J.  Robert  Oppenheimer  puts  it  another 
way:  nearly  everything  now  known  in  science,  he  says, 
"was  not  in  any  book  when  most  of  us  went  to  school." 

There  will  be  differences  in  the  social  sciences  and 
humanities,  as  well.  Language  instruction,  now  getting 
new  emphasis,  is  an  example.  The  use  of  language  lab- 
oratories, with  tape  recordings  and  other  mechanical 
devices,  is  already  popular  and  will  spread.  Schools  once 
preoccupied  almost  entirely  with  science  and  technology 
We.g.,  colleges  of  engineering,  leading  medical  schools) 
have  now  integrated  social  and  humanistic  studies  into 
their  curricula,  and  the  trend  will  spread  to  other  institu- 
tions. 

I  International  emphasis  also  will  grow.  The  big  push  will 
Ibe  related  to  nations  and  regions  outside  the  Western 
World.  For  the  first  time  on  a  large  scale,  the  involvement 


of  U.S.  higher  education  will  be  truly  global.  This  non- 
Western  orientation,  says  one  college  president  (who  is 
seconded  by  many  others)  is  "the  new  frontier  in  Ameri- 
can higher  education."  For  undergraduates,  comparative 
studies  in  both  the  social  sciences  and  the  humanities  are 
likely  to  be  stressed.  The  hoped-for  result:  better  under- 
standing of  the  human  experience  in  all  cultures. 

Mechanics  of  teaching  will  improve.  "Teaching  ma- 
chines" will  be  used  more  and  more,  as  educators  assess 
their  value  and  versatility  (see  Who  will  teach  them?  on 
the  following  pages).  Closed-circuit  television  will  carry  a 
lecturer's  voice  and  closeup  views  of  his  demonstrations  to 
hundreds  of  students  simultaneously.  TV  and  microfilm 
will  grow  in  usefulness  as  library  tools,  enabling  institu- 
tions to  duplicate,  in  small  space,  the  resources  of  distant 
libraries  and  specialized  rare-book  collections.  Tape 
recordings  will  put  music  and  drama,  performed  by 
masters,  on  every  campus.  Computers,  already  becoming 
almost  commonplace,  will  be  used  for  more  and  more 
study  and  research  purposes. 

This  availability  of  resources  unheard-of  in  their 
parents'  day  will  enable  undergraduates  to  embark  on 
extensive  programs  of  independent  study.  Under  careful 
faculty  guidance,  independent  study  will  equip  students 
with  research  ability,  problem-solving  techniques,  and 
bibliographic  savvy  which  should  be  of  immense  value  to 
them  throughout  their  lives.  Many  of  yesterday's  college 
graduates  still  don't  know  how  to  work  creatively  in  un- 
familiar intellectual  territory:  to  pinpoint  a  problem, 
formulate  intelligent  questions,  use  a  library,  map  a  re- 
search project.  There  will  be  far  fewer  gaps  of  this  sort  in 
the  training  of  tomorrow's  students. 

Great  new  stress  on  quality  will  be  found  at  all  institu- 
tions. Impending  explosive  growth  of  the  college  popula- 
tion has  put  the  spotlight,  for  years,  on  handling  large 
numbers  of  students;  this  has  worried  educators  who 
feared  that  quality  might  be  lost  in  a  national  preoccupa- 
tion with  quantity.  Big  institutions,  particularly  those  with 
"growth  situations,"  are  now  putting  emphasis  on  main- 
taining high  academic  standards — and  even  raising  them 
— while  handling  high  enrollments,  too.  Honors  pro- 
grams, opportunities  for  undergraduate  research,  in- 
sistence on  creditable  scholastic  achievement  are  symp- 
tomatic of  the  concern  for  academic  excellence. 

It's  important  to  realize  that  this  emphasis  on  quality 
will  be  found  not  only  in  four-year  colleges  and  universi- 
ties, but  in  two-year  institutions,  also.  "Each  [type  of 
institution]  shall  strive  for  excellence  in  its  sphere,"  is 
how  the  California  master  plan  for  higher  education  puts 
it;  the  same  idea  is  pervading  higher  education  at  all  levels 
throughout  the  nation. 

WHERE'S  THE  FUN? 

extracurricular  activity  has  been  undergoing  subtle 

changes  at  colleges  and  universities  for  years  and  is  likely 


to  continue  doing  so.  Student  apathy  toward  some  ac- 
tivities— political  clubs,  for  example — is  lessening.  Toward 
other  activities — the  light,  the  frothy — apathy  appears  to 
be  growing.  There  is  less  interest  in  spectator  sports,  more 
interest  in  participant  sports  that  will  be  playable  for  most 
of  a  lifetime.  Student  newspapers,  observes  the  dean  of 
students  at  a  college  on  the  Eastern  seaboard,  no  longer 
rant  about  band  uniforms,  closing  hours  for  fraternity 
parties,  and  the  need  for  bigger  pep  rallies.  Sororities  are 
disappearing  from  the  campuses  of  women's  colleges. 
"Fun  festivals"  are  granted  less  time  and  importance  by 
students;  at  one  big  midwestern  university,  for  example, 
the  events  of  May  Week — formerly  a  five-day  wingding 
involving  floats,  honorary-fraternity  initiations,  faculty- 
student  baseball,  and  crowning  of  the  May  Queen — are 
now  crammed  into  one  half-day.  In  spite  of  the  well- 
publicized  antics  of  a  relatively  few  roof-raisers  {e.g., 
student  rioters  at  several  summer  resorts  last  Labor  Day, 
student  revelers  at  Florida  resorts  during  spring-vacation 
periods),  a  new  seriousness  is  the  keynote  of  most  student 
activities. 

"The  faculty  and  administration  are  more  resistant  to 
these  changes  than  the  students  are,"  jokes  the  president  of 
a  women's  college  in  Pittsburgh.  "The  typical  student 
congress  wants  to  abolish  the  junior  prom;  the  dean  is  the 


one  who  feels  nostalgic  about  it:  'That's  the  one  event 
Mrs.  Jones  and  I  looked  forward  to  each  year.'  " 

A  QUEST  FOR  ETHICAL  VALUES 

education,  more  and  more  educators  are  saying,  "should 
be  much  more  than  the  mere  retention  of  subject  matter." 

Here  are  three  indications  of  how  the  thoughts  of  many 
educators  are  running: 

"If  [the  student]  enters  college  and  pursues  either  an 
intellectual  smorgasbord,  intellectual  Teutonism,  or  the 
cash  register,"  says  a  midwestern  educator,  "his  educa- 
tion will  have  advanced  very  little,  if  at  all.  The  odds  are 
quite  good  that  he  will  simply  have  exchanged  one  form  ol 
barbarism  for  another  .  .  .  Certainly  there  is  no  incom- 
patibility between  being  well-informed  and  being  stupid; 
such  a  condition  makes  the  student  a  danger  to  himsell 
and  society."  > 

Says  another  observer:  "I  prophesy  that  a  more  serious 
intention  and  mood  will  progressively  characterize  the 
campus  .  .  .  This  means,  most  of  all,  commitment  to  the 
use  of  one's  learning  in  fruitful,  creative,  and  noble  ways.'' 

"The  responsibility  of  the  educated  man,"  says  the 
provost  of  a  state  university  in  New  England,  "is  that  he 
make  articulate  to  himself  and  to  others  what  he  is  willing 
to  bet  his  life  on." 


yy ho  will  teach  them? 


Know  the  quality  of  the  teaching  that  your  children 
can  look  forward  to,  and  you  will  know  much 
■  about  the  effectiveness  of  the  education  they  will 
receive.  Teaching,  tomorrow  as  in  the  past,  is  the  heart  of 
higher  education. 

It  is  no  secret,  by  now,  that  college  teaching  has  been 
on  a  plateau  of  crisis  in  the  U.S.  for  some  years.  Much  of 
the  problem  is  traceable  to  money.  Salaries  paid  to  college 
teachers  lagged  far  behind  those  paid  elsewhere  in  jobs 
requiring  similarly  high  talents.  While  real  incomes,  as 
well  as  dollar  incomes,  climbed  for  most  other  groups  of 
Americans,  the  real  incomes  of  college  professors  not 
merely  stood  still  but  dropped  noticeably. 

The  financial  pinch  became  so  bad,  for  some  teachers, 
that  despite  obvious  devotion  to  their  careers  and  obvious 
preference  for  this  profession  above  all  others,  they  had  to 
leave  for  other  jobs.  Many  bright  young  people,  the  sort 
who  ordinarily  would  be  attracted  to  teaching  careers, 
took  one  look  at  the  salary  scales  and  decided  to  make 
their  mark  in  another  field. 

Has  the  situation  improved? 


Will  it  be  better  when  your  children  go  to  college? 

Yes.  At  the  moment,  faculty  salaries  and  fringe  benefits 
(on  the  average)  are  rising.  Since  the  rise  started  from  ar 
extremely  disadvantageous  level,  however,  no  one  is  getting 
rich  in  the  process.  Indeed,  on  almost  every  campus  the 
real  income  in  every  rank  of  the  faculty  is  still  considerably 
less  than  it  once  was.  Nor  have  faculty  salary  scales, 
generally,  caught  up  with  the  national  scales  in  competitive 
areas  such  as  business  and  government. 

But  the  trend  is  encouraging.  If  it  continues,  the 
financial  plight  of  teachers — and  the  serious  threat  to 
education  which  it  has  posed — should  be  substantially 
diminished  by  1970. 

None  of  this  will  happen  automatically,  of  course.  Foi 
evidence,  check  the  appropriations  for  higher  education 
made  at  your  state  legislature's  most  recent  session.  II 
yours  was  like  a  number  of  recent  legislatures,  it  "econo- 
mized"— and  professorial  salaries  suffered.  The  support 
which  has  enabled  many  colleges  to  correct  the  most 
glaring  salary  deficiencies  must  continue  until  the  problem 
is  fully  solved.  After  that,  it  is  essential  to  make  sure  that 


he  quality  of  our  college  teaching — a  truly  crucial  element 
n  fashioning  the  minds  and  attitudes  of  your  children — is 
^ot  jeopardized  again  by  a  failure  to  pay  its  practitioners 
tdequately. 

There  are  other  angles  to  the  questionof  attracting 
and  retaining  a  good  faculty  besides  money. 
►  The  better  the  student  body — the  more  challeng- 
pg,  the  more  lively  its  members — the  more  attractive  is  the 
pb  of  teaching  it.  "Nothing  is  more  certain  to  make 
leaching  a  dreadful  task  than  the  feeling  that  you  are 
lealing  with  people  who  have  no  interest  in  what  you  are 
talking  about,"  says  an  experienced  professor  at  a  small 
Jollege  in  the  Northwest. 

"An  appalling  number  of  the  students  I  have  known 
(vere  bright,  tested  high  on  their  College  Boards,  and 
^till  lacked  flair  and  drive  and  persistence,"  says  another 
professor.  "I  have  concluded  that  much  of  the  difference 
between  them  and  the  students  who  are  'alive'  must  be 
traceable  to  their  homes,  their  fathers,  their  mothers. 
Parents  who  themselves  take  the  trouble  to  be  interesting 
—and  interested — seem  to  send  us  children  who  are 
interesting  and  interested." 

|  The  better  the  library  and  laboratory  facilities,  the 
bore  likely  is  a  college  to  be  able  to  recruit  and  keep  a 
good  faculty.  Even  small  colleges,  devoted  strictly  to 
undergraduate  studies,  are  finding  ways  to  provide  their 
faculty  members  with  opportunities  to  do  independent 
Reading  and  research.  They  find  it  pays  in  many  ways:  the 
faculty  teaches  better,  is  more  alert  to  changes  in  the 
subject  matter,  is  less  likely  to  leave  for  other  fields. 
►  The  better  the  public-opinion  climate  toward  teachers 
in  a  community,  the  more  likely  is  a  faculty  to  be  strong. 
Professors  may  grumble  among  themselves  about  all  the 
invitations  they  receive  to  speak  to  women's  clubs  and 


alumni  groups  ("When  am  I  supposed  to  find  the  time  to 
check  my  lecture  notes?"),  but  they  take  heart  from  the 
high  regard  for  their  profession  which  such  invitations 
from  the  community  represent. 

►  Part-time  consultant  jobs  are  an  attraction  to  good 
faculty  members.  (Conversely,  one  of  the  principal  check- 
points for  many  industries  seeking  new  plant  sites  is, 
What  faculty  talent  is  nearby?)  Such  jobs  provide  teachers 
both  with  additional  income  and  with  enormously  useful 
opportunities  to  base  their  classroom  teachings  on 
practical,  current  experience. 

But  colleges  and  universities  must  do  more  than 
hold  on  to  their  present  good  teachers  and  replace 
those  who  retire  or  resign.  Over  the  next  few  years 
many  institutions  must  add  to  their  teaching  staffs  at  a 
prodigious  rate,  in  order  to  handle  the  vastly  larger 
numbers  of  students  who  are  already  forming  fines  in  the 
admissions  office. 

The  ability  to  be  a  college  teacher  is  not  a  skill  that  can 
be  acquired  overnight,  or  in  a  year  or  two.  A  Ph.D. 
degree  takes  at  least  four  years  to  get,  after  one  has 
earned  his  bachelor's  degree.  More  often  it  takes  six  or 
seven  years,  and  sometimes  10  to  15. 

In  every  ten-year  period  since  the  turn  of  the  century, 
as  Bernard  Berelson  of  Columbia  University  has  pointed 
out,  the  production  of  doctorates  in  the  U.S.  has  doubled. 
But  only  about  60  per  cent  of  Ph.D.'s  today  go  into 
academic  life,  compared  with  about  80  per  cent  at  the  turn 
of  the  century.  And  only  20  per  cent  wind  up  teaching 
undergraduates  in  liberal  arts  colleges. 

Holders  of  lower  degrees,  therefore,  will  occupy  many 
teaching  positions  on  tomorrow's  college  faculties. 

This  is  not  necessarily  bad.  A  teacher's  ability  is  not 
always  defined  by  the  number  of  degrees  he  is  entitled  to 


\ 


write  after  his  name.  Indeed,  said  the  graduate  dean  of  one 
great  university  several  years  ago,  it  is  high  time  that 
"universities  have  the  courage  ...  to  select  men  very 
largely  on  the  quality  of  work  they  have  done  and  soft- 
pedal  this  matter  of  degrees." 

In  summary,  salaries  for  teachers  will  be  better,  larger 
numbers  of  able  young  people  will  be  attracted  into  the 
field  (but  their  preparation  will  take  time),  and  fewer 
able  people  will  be  lured  away.  In  expanding  their  faculties, 
some  colleges  and  universities  will  accept  more  holders  of 
bachelor's  and  master's  degrees  than  they  have  been  ac- 
customed to,  but  this  may  force  them  to  focus  attention 
on  ability  rather  than  to  rely  as  unquestioningly  as  in  the 
past  on  the  magic  of  a  doctor's  degree. 

Meanwhile,  other  developments  provide  grounds  for 
cautious  optimism  about  the  effectiveness  of  the  teaching 
your  children  will  receive. 

THE  TV  SCREEN 

television,  not  long  ago  found  only  in  the  lounges  of 
dormitories  and  student  unions,  is  now  an  accepted 
teaching  tool  on  many  campuses.  Its  use  will  grow.  "To 
report  on  the  use  of  television  in  teaching,"  says  Arthur 
S.  Adams,  past  president  of  the  American  Council  on 
Education,  "is  like  trying  to  catch  a  galloping  horse." 

For  teaching  closeup  work  in  dentistry,  surgery,  and 
laboratory  sciences,  closed-circuit  TV  is  unexcelled.  The 
number  of  students  who  can  gaze  into  a  patient's  gaping 
mouth  while  a  teacher  demonstrates  how  to  fill  a  cavity 
is  limited;  when  their  place  is  taken  by  a  TV  camera  and 
the  students  cluster  around  TV  screens,  scores  can  watch 
— and  see  more,  too. 

Television,  at  large  schools,  has  the  additional  virtue  of 
extending  the  effectiveness  of  a  single  teacher.  Instead  of 
giving  the  same  lecture  (replete  with  the  same  jokes)  three 
times  to  students  filling  the  campus's  largest  hall,  a  pro- 
fessor can  now  give  it  once — and  be  seen  in  as  many 
auditoriums  and  classrooms  as  are  needed  to  accommo- 
date all  registrants  in  his  course.  Both  the  professor  and 
the  jokes  are  fresher,  as  a  result. 

How  effective  is  TV?  Some  carefully  controlled  studies 
show  that  students  taught  from  the  fluorescent  screen  do 
as  well  in  some  types  of  course  (e.g.,  lectures)  as  those 
sitting  in  the  teacher's  presence,  and  sometimes  better. 
But  TV  standardizes  instruction  to  a  degree  that  is  not 
always  desirable.  And,  reports  Henry  H.  Cassirer  of 
UNESCO,  who  has  analyzed  television  teaching  in  the 
U.S.,  Canada,  Great  Britain,  France,  Italy,  Russia,  and 
Japan,  students  do  not  want  to  lose  contact  with  their 
teachers.  They  want  to  be  able  to  ask  questions  as  instruc- 
tion progresses.  Mr.  Cassirer  found  effective,  on  the  other 
hand,  the  combination  of  a  central  TV  lecturer  with 
classroom  instructors  who  prepare  students  for  the  lecture 
and  then  discuss  it  with  them  afterward. 


TEACHING  MACHINES 

holding  great  promise  for  the  improvement  of  instruc 
tion  at  all  levels  of  schooling,  including  college,  am 
programs  of  learning  presented  through  mechanical  self 
teaching  devices,  popularly  called  "teaching  machines." 
The  most  widely  used  machine,  invented  by  Professo 
Frederick  Skinner  of  Harvard,  is  a  box-like  device  witJ 


: 


three  windows  in  its  top.  When  the  student  turns  a  crank 
an  item  of  information,  along  with  a  question  about  it 
appears  in  the  lefthand  window  (A).  The  student  writes 
his  answer  to  the  question  on  a  paper  strip  exposed  ir 
another  window  (B).  The  student  turns  the  crank  again— 
and  the  correct  answer  appears  at  window  A. 

Simultaneously,  this  action  moves  the  student's  answei 
under  a  transparent  shield  covering  window  C,  so  thai 
the  student  can  see,  but  not  change,  what  he  has  written, 
If  the  answer  is  correct,  the  student  turns  another  crank, 
causing  the  tape  to  be  notched;  the  machine  will  by-pass 
this  item  when  the  student  goes  through  the  series  of  que* 
tions  again.  Questions  are  arranged  so  that  each  item 
builds  on  previous  information  the  machine  has  given 

Such  self-teaching  devices  have  these  advantages: 

►  Each  student  can  proceed  at  his  own  pace,  whereas 
classroom  lectures  must  be  paced  to  the  "average"  student 
— too  fast  for  some,  too  slow  for  others.  "With  a  ma- 
chine," comments  a  University  of  Rochester  psychologist, 
"the  brighter  student  could  go  ahead  at  a  very  fast  pace." 

►  The  machine  makes  examinations  and  testing  a  re 
warding  and  learning  experience,  rather  than  a  punish' 
ment.  If  his  answer  is  correct,  the  student  is  rewarded 
with  that  knowledge  instantly;  this  reinforces  his  memory 
of  the  right  information.  If  the  answer  is  incorrect,  the 
machine  provides  the  correct  answer  immediately.  In  large 
classes,  no  teacher  can  provide  such  frequent — and  indi 
vidual — rewards  and  immediate  corrections. 

►  The  machine  smooths  the  ups  and  downs  in  the  learo 


ing  process  by  removing  some  external  sources  of  anxie- 
ties, such  as  fear  of  falling  behind. 
►  If  a  student  is  having  difficulty  with  a  subject,  the 
teacher  can  check  back  over  his  machine  tapes  and  find 
the  exact  point  at  which  the  student  began  to  go  wrong. 
Correction1  of  the  difficulty  can  be  made  with  precision, 
not  gropingly  as  is  usually  necessary  in  machineless 
classes. 

Not  only  do  the  machines  give  promise  of  accelerating 
the  learning  process;  they  introduce  an  individuality  to 


learning  which  has  previously  been  unknown.  "Where 
television  holds  the  danger  of  standardized  instruction," 
said  John  W.  Gardner,  president  of  the  Carnegie  Corpora- 
tion of  New  York,  in  a  report  to  then-President  Eisen- 
hower, "the  self-teaching  device  can  individualize  instruc- 
tion in  ways  not  now  possible — and  the  student  is  always 
an  active  participant."  Teaching  machines  are  being 
tested,  and  used,  on  a  number  of  college  campuses  and 
seem  certain  to  figure  prominently  in  the  teaching  of  your 
children. 


YY ill  they  graduate? 


Said  an  administrator  at  a  university  in  the  South 
not  long  ago  (he  was  the  director  of  admissions,  no 
less,  and  he  spoke  not  entirely  in  jest): 

"I'm  happy  I  went  to  college  back  when  I  did,  instead 
!of  now.  Today,  the  admissions  office  probably  wouldn't 
let  me  in.  If  they  did,  I  doubt  that  I'd  last  more  than  a 
semester  or  two." 

Getting  into  college  is  a  problem,  nowadays.  Staying 
there,  once  in,  can  be  even  more  difficult. 

Here  are  some  of  the  principal  reasons  why  many 
students  fail  to  finish: 

Academic  failure:  For  one  reason  or  another — not 
always  connected  with  a  lack  of  aptitude  or  potential 
Scholastic  ability — many  students  fail  to  make  the  grade. 
[Low  entrance  requirements,  permitting  students  to  enter 
College  without  sufficient  aptitude  or  previous  preparation, 
ftlso  play  a  big  part.  In  schools  where  only  a  high-school 
diploma  is  required  for  admission,  drop-outs  and  failures 
during  the  first  two  years  average  (nationally)  between  60 
and  70  per  cent.  Normally  selective  admissions  procedures 
Usually  cut  this  rate  down  to  between  20  and  40  per  cent. 
Where  admissions  are  based  on  keen  competition,  the 
Attrition  rate  is  10  per  cent  or  less. 

future  outlook:  High  schools  are  tightening  their 
academic  standards,  insisting  upon  greater  effort  by 
Students,  and  teaching  the  techniques  of  note-taking,  ef- 
fective studying,  and  library  use.  Such  measures  will 
pnevitably  better  the  chances  of  students  when  they  reach 
college.  Better  testing  and  counseling  programs  should 
help,  by  guiding  less-able  students  away  from  institutions 
jwhere  they'll  be  beyond  their  depth  and  into  institutions 
better  suited  to  their  abilities  and  needs.  Growing  popular 
acceptance  of  the  two-year  college  concept  will  also  help, 
as  will  the  adoption  of  increasingly  selective  admissions 
procedures  by  four-year  colleges  and  universities. 

Parents  can  help  by  encouraging  activities  designed  to 
6nd  the  right  academic  spot  for  their  children;  by  recog- 


nizing their  children's  strengths  and  limitations;  by  creat- 
ing an  atmosphere  in  which  children  will  be  encouraged  to 
read,  to  study,  to  develop  curiosity,  to  accept  new  ideas. 

Poor  motivation:  Students  drop  out  of  college  "not  only 
because  they  lack  ability  but  because  they  do  not  have 
the  motivation  for  serious  study,"  say  persons  who  have 
studied  the  attrition  problem.  This  aspect  of  students' 
failure  to  finish  college  is  attracting  attention  from  edu- 
cators and  administrators  both  in  colleges  and  in  secondary 
schools. 

future  outlook:  Extensive  research  is  under  way  to 
determine  whether  motivation  can  be  measured.  The 
"Personal  Values  Inventory,"  developed  by  scholars  at 
Colgate  University,  is  one  promising  yardstick,  providing 
information  about  a  student's  long-range  persistence, 
personal  self-control,  and  deliberateness  (as  opposed  to 
rashness).  Many  colleges  and  universities  are  participating 
in  the  study,  in  an  effort  to  establish  the  efficacy  of  the 
tests.  Thus  far,  report  the  Colgate  researchers,  "the  tests 
have  successfully  differentiated  between  over-  and  under- 
achieves in  every  college  included  in  the  sample." 

Parents  can  help  by  their  own  attitudes  toward  scholas- 
tic achievement  and  by  encouraging  their  children  to 


develop  independence  from  adults.  "This,  coupled  with 
the  reflected  image  that  a  person  acquires  from  his 
parents — an  image  relating  to  persistence  and  other 
traits  and  values — may  have  much  to  do  with  his  orienta- 
tion toward  academic  success,"  the  Colgate  investigators 
say. 

Money:  Most  parents  think  they  know  the  cost  of  send- 
ing a  child  to  college.  But,  a  recent  survey  shows,  rela- 
tively few  of  them  actually  do.  The  average  parent,  the 
survey  disclosed,  underestimates  college  costs  by  roughly 
40  per  cent.  In  such  a  situation,  parental  savings  for  col- 
lege purposes  often  run  out  quickly — and,  unless  the 
student  can  fill  the  gap  with  scholarship  aid,  a  loan,  or 
earnings  from  part-time  employment,  he  drops  out. 

future  outlook:  A  surprisingly  high  proportion  of 
financial  dropouts  are  children  of  middle-income,  not 
low-income,  families.  If  parents  would  inform  themselves 
fully  about  current  college  costs — and  reinform  them- 
selves periodically,  since  prices  tend  to  go  up — a  substan- 
tial part  of  this  problem  could  be  solved  in  the  future  by 
realistic  family  savings  programs. 

Other  probabilities:  growing  federal  and  state  (as 
well  as  private)  scholarship  programs;  growing  private 
and  governmental  loan  programs. 

Jobs:  Some  students,  anxious  to  strike  out  on  their 
own,  are  lured  from  college  by  jobs  requiring  little  skill  but 
offering  attractive  starting  salaries.  Many  such  students 
may  have  hesitated  about  going  to  college  in  the  first 
place  and  drop  out  at  the  first  opportunity. 

future  outlook:  The  lure  of  jobs  will  always  tempt 
some  students,  but  awareness  of  the  value  of  completing 
college — for  lifelong  financial  gain,  if  for  no  other  reason 
— is  increasing. 

Emotional  problems:  Some  students  find  themselves 
unable  to  adjust  to  college  life  and  drop  out  as  a  result. 
Often  such  problems  begin  when  a  student  chooses  a  col- 
lege that's  "wrong"  for  him.  It  may  accord  him  too  much 
or  too  little  freedom;  its  pace  may  be  too  swift  for  him, 
resulting  in  frustration,  or  too  slow,  resulting  in  boredom; 
it  may  be  "too  social"  or  "not  social  enough." 

future  outlook:  With  expanding  and  more  skillful 
guidance  counseling  and  psychological  testing,  more 
students  can  expect  to  be  steered  to  the  "right"  college 
environment.  This  won't  entirely  eliminate  the  emotional- 
maladjustment  problem,  but  it  should  ease  it  substantially. 

Marriage:  Many  students  marry  while  still  in  college 
but  fully  expect  to  continue  their  education.  A  number  do 
go  on  (sometimes  wives  withdraw  from  college  to  earn 
money  to  pay  their  husbands'  educational  expenses). 
Others  have  children  before  graduating  and  must  drop 
out  of  college  in  order  to  support  their  family. 

future  outlook:  The  trend  toward  early  marriage 
shows  no  signs  of  abating.  Large  numbers  of  parents 
openly  or  tacitly  encourage  children  to  go  steady  and  to 
marry  at  an  early  age.  More  and  more  colleges  are  provid- 


ing living  quarters  for  married  undergraduate  students 
Some  even  have  day-care  facilities  for  students'  youn 
children.  Attitudes  and  customs  in  their  "peer  groups 
will  continue  to  influence  young  people  on  the  questio: 
of  marrying  early;  in  some  groups,  it's  frowned  upon;  i 
others,  it's  the  thing  to  do. 

Colleges  and  universities  are  deeply  interested  i: 
finding  solutions  to  the  attrition  problem  in  all  it 
aspects.  Today,  at  many  institutions,  enrollmen 
resembles  a  pyramid:  the  freshman  class,  at  the  bottort 
is  big;  the  sophomore  class  is  smaller,  the  junior  class  stii 
smaller,  and  the  senior  class  a  mere  fraction  of  the  fresh 
man  group.  Such  pyramids  are  wasteful,  expensive,  inef 
ficient.  They  represent  hundreds,  sometimes  thousands,  o 
personal  tragedies:  young  people  who  didn't  make  it. 

The  goal  of  the  colleges  is  to  change  the  pyramid  into 
straight-sided  figure,  with  as  many  people  graduating  a 
enter  the  freshman  class.  In  the  college  of  tomorrow,  th 
sides  will  not  yet  have  attained  the  perfect  vertical,  but — a 
a  result  of  improved  placement,  admissions,  and  aca 
demic  practices — they  should  slope  considerably  less  thai 
they  do  now. 


yA/hat  will  college 

have  done  for  them? 


If  your  children  are  like  about  33  per  cent  of  today's 
college  graduates,  they  will  not  end  their  formal  educa- 
tion when  they  get  their  bachelor's  degrees.  On  they'll 
;o — to  graduate  school,  to  a  professional  school,  or  to  an 
tdvanced  technological  institution. 

There  are  good  reasons  for  their  continuing: 
I  In  four  years,  nowadays,  one  can  only  begin  to  scratch 
he  surface  of  the  body  of  knowledge  in  his  specialty.  To 
each,  or  to  hold  down  a  high-ranking  job  in  industry  or 
government,  graduate  study  is  becoming  more  and  more 
iseful  and  necessary. 

f  Automation,  in  addition  to  eliminating  jobs  in  un- 
killed  categories,  will  have  an  increasingly  strong  effect  on 
iiersons  holding  jobs  in  middle  management  and  middle 
echnology.  Competition  for  survival  will  be  intense. 
Vlany  students  will  decide  that  one  way  of  competing 
idvantageously  is  to  take  as  much  formal  education  be- 
rond  the  baccalaureate  as  they  can  get. 

►  One  way  in  which  women  can  compete  successfully 
vith  men  for  high-level  positions  is  to  be  equipped  with  a 
graduate  degree  when  they  enter  the  job  market. 

I  Students  heading  for  school-teaching  careers  will 
ncreasingly  be  urged  to  concentrate  on  substantive  studies 
h  their  undergraduate  years  and  to  take  methodology 
Bourses  in  a  postgraduate  schooling  period.  The  same  will 
pe  true  in  many  other  fields. 

►  Shortages  are  developing  in  some  professions,  e.g., 
!nedicine.  Intensive  efforts. will  be  made  to  woo  more  top 
pndergraduates  into  professional  schools,  and  opportuni- 
ties in  short-supplied  professions  will  become  increasingly 
lttractive. 

►  "Skills,"  predicts  a  Presidential  committee,  "may  be- 
come obsolete  in  our  fast-moving  industrial  society.  Sound 
Education  provides  a  basis  for  adjustment  to  constant  and 
ibrupt  change — a  base  on  which  new  skills  may  be  built." 
rhe  moral  will  not  be  lost  on  tomorrow's  students. 

'  In  addition  to  having  such  practical  motives,  tomor- 
row's students  will  be  influenced  by  a  growing  tendency 
K)  expose  them  to  graduate-level  work  while  they  are  still 
Undergraduates.  Independent  study  will  give  them  a  taste 
of  the  intellectual  satisfaction  to  be  derived  from  learning 
bn  their  own.  Graduate-style  seminars,  with  their  stimulat- 
ing give-and-take  of  fact  and  opinion,  will  exert  a  strong 


appeal.  As  a  result,  for  able  students  the  distinction  be- 
tween undergraduate  and  graduate  work  will  become 
blurred  and  meaningless.  Instead  of  arbitrary  insistence 
upon  learning  in  two-year  or  four-year  units,  there  will 
be  more  attention  paid  to  the  length  of  time  a  student 
requires — and  desires — to  immerse  himself  in  the  specialty 
that  interests  him. 

A  nd  even  with  graduate  or  professional  study,  educa- 
/-%  tion  is  not  likely  to  end  for  your  children. 
■*■  -^  Administrators  in  the  field  of  adult  education — 
or,  more  accurately,  "continuing  education" — expect  that 
within  a  decade  the  number  of  students  under  their  wing 
will  exceed  the  number  of  undergraduates  in  American 
colleges  and  universities. 

"Continuing  education,"  says  Paul  A.  McGhee,  dean 
of  New  York  University's  Division  of  General  Education 
(where  annually  some  17,000  persons  enroll  in  around 
1,200  non-credit  courses)  "is  primarily  the  education  of 
the  already  educated."  The  more  education  you  have,  the 
more  you  are  likely  to  want.  Since  more  and  more  people 
will  go  to  college,  it  follows  that  more  and  more  people 
will  seek  knowledge  throughout  their  lives. 

We  are,  say  adult-education  leaders,  departing  from  the 
old  notion  that  one  works  to  live.  In  this  day  of  automa- 
tion and  urbanization,  a  new  concept  is  emerging:  "time," 
not  "work,"  is  the  paramount  factor  in  people's  lives. 
Leisure  takes  on  a  new  meaning:  along  with  golf,  boating, 


and  partying,  it  now  includes  study.  And  he  who  forsakes 
gardening  for  studying  is  less  and  less  likely  to  be  regarded 
as  the  neighborhood  oddball. 

Certain  to  vanish  are  the  last  vestiges  of  the  stigma  that 
has  long  attached  to  "night  school."  Although  the  con- 
cept of  night  school  as  a  place  for  educating  only  the  il- 
literate has  changed,  many  who  have  studied  at  night — 
either  for  credit  or  for  fun  and  intellectual  stimulation — 
have  felt  out  of  step,  somehow.  But  such  views  are 
obsolescent  and  soon  will  be  obsolete. 

Thus  far,  American  colleges  and  universities — with 
notable  exceptions — have  not  led  the  way  in  providing 
continuing  education  for  their  alumni.  Most  alumni  have 
been  forced  to  rely  on  local  boards  of  education  and  other 
civic  and  social  groups  to  provide  lectures,  classes,  discus- 
sion groups.  These  have  been  inadequate,  and  institutions 
of  higher  education  can  be  expected  to  assume  un- 
precedented roles  in  the  continuing-education  field. 

Alumni  and  alumnae  are  certain  to  demand  that  they 
take  such  leadership.  Wrote  Clarence  B.  Randall  in  The 
New  York  Times  Magazine:  "At  institution  after  institu- 
tion there  has  come  into  being  an  organized  and  articulate 
group  of  devoted  graduates  who  earnestly  believe  .  . .  that 
the  college  still  has  much  to  offer  them." 

When  colleges  and  universities  respond  on  a  large  scale 
to  the  growing  demand  for  continuing  education,  the 
variety  of  courses  is  likely  to  be  enormous.  Already,  in 
institutions  where  continuing  education  is  an  accepted 
role,  the  range  is  from  space  technology  to  existentialism 
to  funeral  direction.  (When  the  University  of  California 
offered  non-credit  courses  in  the  first-named  subject  to 
engineers  and  physicists,  the  combined  enrollment  reached 
4,643.)  "From  the  world  of  astronauts,  to  the  highest  of 
ivory  towers,  to  six  feet  under,"  is  how  one  wag  has 
described  the  phenomenon. 

Some  other  likely  features  of  your  children,  after 
they  are  graduated  from  tomorrow's  colleges: 
►  They'll  have  considerably  more  political  sophisti- 
cation than  did  the  average  person  who  marched  up  to  get 
a  diploma  in  their  parents'  day.  Political  parties  now  have 
active  student  groups  on  many  campuses  and  publish 
material  beamed  specifically  at  undergraduates.  Student- 
government  organizations  are  developing  sophisticated 
procedures.  Nonpartisan  as  well  as  partisan  groups,  oper- 
ating on  a  national  scale,  are  fanning  student  interest  in 
current  political  affairs. 

►  They'll  have  an  international  orientation  that  many  of 
their  parents  lacked  when  they  left  the  campuses.  The 
presence  of  more  foreign  students  in  their  classes,  the 
emphasis  on  courses  dealing  with  global  affairs,  the  front 
pages  of  their  daily  newspapers  will  all  contribute  to  this 
change.  They  will  find  their  international  outlook  useful: 
a  recent  government  report  predicts  that  "25  years  from 
now,  one  college  graduate  in  four  will  find  at  least  part  of 


his  career  abroad  in  such  places  as  Rio  de  Janeiro,  Dakar 
Beirut,  Leopoldville,  Sydney,  Melbourne,  or  Toronto." 

►  They'll  have  an  awareness  of  unanswered  questions 
to  an  extent  that  their  parents  probably  did  not  have 
Principles  that  once  were  regarded  (and  taught)  as  in 
controvertible  fact  are  now  regarded  (and  taught)  as  sub 
ject  to  constant  alteration,  thanks  to  the  frequent  topplinj 
of  long-held  ideas  in  today's  explosive  sciences  an( 
technologies.  Says  one  observer:  "My  student  generation 
if  it  looked  at  the  world,  didn't  know  it  was  'loaded1 
Today's  student  has  no  such  ignorance." 

►  They'll  possess  a  broad-based  liberal  education,  bu 
in  their  jobs  many  of  them  are  likely  to  specialize  mon 
narrowly  than  did  their  elders.  "It  is  a  rare  bird  toda; 
who  knows  all  about  contemporary  physics  and  all  abou 
modern  mathematics,"  said  one  of  the  world's  most  dis 
tinguished  scientists  not  long  ago,  "and  if  he  exists, 


haven't  found  him.  Because  of  the  rapid  growth  of  scieno 
it  has  become  impossible  for  one  man  to  master  any  larg 
part  of  it;  therefore,  we  have  the  necessity  of  specializa 
tion." 

►  Your  daughters  are  likely  to  be  impatient  with  thl 
prospect  of  devoting  their  lives  solely  to  unskilled  labor  a 
housewives.  Not  only  will  more  of  tomorrow's  womei 
graduates  embark  upon  careers  when  they  receive  thei: 
diplomas,  but  more  of  them  will  keep  up  their  contact 
with  vocational  interests  even  during  their  period  of  child 
rearing.  And  even  before  the  children  are  grown,  more  o 
them  will  return  to  the  working  force,  either  as  pai< 
employees  or  as  highly  skilled  volunteers, 

Depending  upon  their  own  outlook,  parents  a 
tomorrow's  graduates  will  find  some  of  the  pros 
pects  good,  some  of  them  deplorable.  In  essence 
however,  the  likely  trends  of  tomorrow  are  only  continua 
tions  of  trends  that  are  clearly  established  today,  anc 
moving  inexorably. 


V/y  ho  will  pay— and  how? 


Will  you  be  able  to  afford  a  college  education 
for  your  children?  The  tuition?  The  travel  ex- 
pense? The  room  rent?  The  board? 
In  addition: 

Will  you  be  able  to  pay  considerably  more  than  is 
ritten  on  the  price-tags  for  these  items? 
The  stark  truth  is  that  you — or  somebody — must  pay, 
f  your  children  are  to  go  to  college  and  get  an  education 
is  good  as  the  education  you  received. 

Here  is  where  colleges  and  universities  get  their 
money: 
From  taxes  paid  to  governments  at  all  levels: 
|aty,  state,  and  federal.  Governments  now  appropriate  an 
:stimated  $2.9  billion  in  support  of  higher  education 
:very  year.  By  1970  government  support  will  have  grown 
;o  roughly  $4  billion. 

From  private  gifts  and  grants.  These  now  provide  nearly 
51  billion  annually.  By  1970  they  must  provide  about 
52.019  billion.  Here  is  where  this  money  is  likely  to  come 
xom: 


Alumni $ 

Non-alumni  individuals 

Business  corporations 

Foundations 

Religious  denominations 

Total  voluntary  support,  1970..    $2,019,000,000 


505,000,000  (25%) 
505,000,000  (25%) 
505,000,000(25%) 
262,000,000  (13%) 
242,000,000  (12%) 


From  endowment  earnings.  These  now  provide  around 
!210  million  a  year.  By  1970  endowment  will  produce 
iround  S333  million  a  year. 

From  tuition  and  fees.  These  now  provide  around  $1.2 
)illion  (about  21  per  cent  of  college  and  university  funds). 
3y  1970  they  must  produce  about  $2.1  billion  (about  23.5 
jer  cent  of  all  funds). 

From  other  sources.  Miscellaneous  income  now  provides 
iround  $410  million  annually.  By  1970  the  figure  is  ex- 
acted to  be  around  $585  million. 

These  estimates,  made  by  the  independent  Council  for 
Financial  Aid  to  Education*,  are  based  on  the  "best 
ivailable"  estimates  of  the  expected  growth  in  enroll- 
nent  in  America's  colleges  and  universities:  from  slightly 
ess  than  4  million  this  year  to  about  6.4  million  in  the 

*To  whose  research  staff  the  editors  are  indebted  for  most  of  the 
financial  projections  cited  in  this  section  of  their  report.  CFAE 
Statisticians,  using  and  comparing  three  methods  of  projection,  built 
pieir  estimates  on  available  hard  figures  and  carefully  reasoned 
assumptions  about  the  future. 


academic  year  1969-70.  The  total  income  that  the  colleges 
and  universities  will  require  in  1970  to  handle  this  enroll- 
ment will  be  on  the  order  of  $9  billion — compared  with 
the  $5.6  billion  that  they  received  and  spent  in  1959-60. 

WHO  PAYS? 

virtually  every  source  of  funds,  of  course — however 
it  is  labeled — boils  down  to  you.  Some  of  the  money,  you 
pay  directly:  tuition,  fees,  gifts  to  the  colleges  and  univer- 
sities that  you  support.  Other  funds  pass,  in  a  sense, 
through  channels — your  chunh,  the  several  levels  of 
government  to  which  you  pay  taxes,  the  business  corpora- 
tions with  which  you  deal  or  in  which  you  own  stock. 
But,  in  the  last  analysis,  individual  persons  are  the  source 
of  them  all. 

Hence,  if  you  wished  to  reduce  your  support  of  higher 
education,  you  could  do  so.  Conversely  (as  is  presumably 
the  case  with  most  enlightened  parents  and  with  most  col- 
lege alumni  and  alumnae),  if  you  wished  to  increase  it, 
you  could  do  that,  also — with  your  vote  and  your  check- 
book. As  is  clearly  evident  in  the  figures  above,  it  is  es- 
sential that  you  substantially  increase  both  your  direct 
and  your  indirect  support  of  higher  education  between 
now  and  1970,  if  tomorrow's  colleges  and  universities  are 
to  give  your  children  the  education  that  you  would  wish 
for  them. 

THE  MONEY  YOU'LL  NEED 

since  it  requires  long-range  planning  and  long-range 
voluntary  saving,  for  most  families  the  most  difficult  part 
of  financing  their  children's  education  is  paying  the  direct 
costs:  tuition,  fees,  room,  board,  travel  expenses. 

These  costs  vary  widely  from  institution  to  institution. 
At  government-subsidized  colleges  and  universities,  for 


*^m~ 


In  sum: 


When  your  children  go  to  college,  what  will 
college  be  like?  Their  college  will,  in  short,  be 
ready  for  them.  Its  teaching  staff  will  be  compe- 
tent and  complete.  Its  courses  will  be  good  and,  as  you 
would  wish  them  to  be,  demanding  of  the  best  talents 
that  your  children  possess.  Its  physical  facilities  will  sur- 
pass those  you  knew  in  your  college  years.  The  oppor- 
tunities it  will  offer  your  children  will  be  limitless. 

If. 

That  is  the  important  word. 

Between  now  and  1970  (a  date  that  the  editors  arbi- 
trarily selected  for  most  of  their  projections,  although 
the  date  for  your  children  may  come  sooner  or  it  may 
come  later),  much  must  be  done  to  build  the  strength  of 
America's  colleges  and  universities.  For,  between  now 
and  1970,  they  will  be  carrying  an  increasingly  heavy 
load  in  behalf  of  the  nation. 

They  will  need  more  money — considerably  more  than 
is  now  available  to  them — and  they  will  need  to  obtain 
much  of  it  from  you. 


They  will  need,  as  always,  the  understanding  b 
thoughtful  portions  of  the  citizenry  (particularly  the: 
own  alumni  and  alumnae)  of  the  subtleties,  the  sensitive 
ness,  the  fine  balances  of  freedom  and  responsibility 
without  which  the  mechanism  of  higher  education  cannq 
function. 

They  will  need,  if  they  are  to  be  of  highest  service  t 
your  children,  the  best  aid  which  you  are  capable  c! 
giving  as  a  parent:  the  preparation  of  your  children  tj 
value  things  of  the  mind,  to  know  the  joy  of  meeting  an 
overcoming  obstacles,  and  to  develop  their  own  persons 
independence. 

Your  children  are  members  of  the  most  promisin 
American  generation.  (Every  new  generation,  properlj 
is  so  regarded.)  To  help  them  realize  their  promise  is 
job  to  which  the  colleges  and  universities  are  dedicatee 
It  is  their  supreme  function.  It  is  the  job  to  which  you,  a 
parent,  are  also  dedicated.  It  is  your  supreme  functior 

With  your  efforts  and  the  efforts  of  the  college  of  tc 
morrow,  your  children's  future  can  be  brilliant.  If. 


"The  College 
of  Tomorrow" 


The  report  on  this  and  the  preceding  15  pages  is  the  product  of  a  cooperative  endeavor  in  which  scores  of 
schools,  colleges,  and  universities  are  taking  part.  It  was  prepared  under  the  direction  of  the  group  listed 
below,  who  form  editorial  projfcts  for  education,  a  non-profit  organization  associated  with  the  Ameri- 
can Alumni  Council.  Copyright  9  1962  by  Editorial  Projects  for  Education,  Inc..  1707  N  Street.  N.W., 
Washington  6,  D.C.  All  rights  reserved;  no  part  of  this  supplement  may  be  reproduced  without  express  permission  of  the  editors.  Printed  in  U.S.A. 


JAMES  E.  ARMSTRONG 

The  University  of  Noire  Dame 


DAVID  A.  BURR 

The  University  of  Oklahoma 


RANDOLPH  L.  FORT 

Emory  University 

WALDO  C.  M.  JOHNSTON 

Yale  University 


DENTON  BEAL 

Carnegie  Institute  of  Technology 

MARALYN  O.  GILLESPIE  L.  FRANKLIN  HEALD 

Swarthtnore  College  The  University  of  New  Hampshire 

JEAN  D.  LINEHAN  JOHN  W.  PATON  ROBERT  L.  PAYTON 

American  Alumni  Council  Wesleyan  University  Washington  University 


DANIEL  S.  ENDSLEY    < 

Stanford  University 


CHARLES  M.  HELMKEN 

American  Alumni  Council 


FRANCES  PROVENCE 

Bailor  University 


ROBERT  M.  RHODES  STANLEY  SAPL1N 

The  University  of  Pennsylvania  New  York  University 

CHARLES  E.  W1DMAYER  REBA  VVILCOXON 

Dartmouth  College  The  University  of  Arkansas 

CHESLEY  WORTHINGTON 

Brown  University 


VERNE  A.  STADTMAN 

The  University  of  California 

RONALD  A.  WOLK 

The  Johns  Hopkins  University 

CORBIN  GWALTNEY 

Executive  Editor 


FRANK  J.  TATE 

The  Ohio  State  University 


ELIZABETH  BOND  WOOD 

Sweet  Briar  College 


DEATHS 


ERRATUM:  We  deeply  regret  publishing, 
in  the  Winter,  1962,  Quarterly,  the  incor- 
rect notice  of  the  death  of  Zowella  King 
Lykes,  Academy.  With  sincere  apologies  to 
her  and  her  family  and  friends,  we  can 
only  paraphrase  Mark  Twain  and  say  that 
reports  of  this  death  were  greatly  exag- 
gerated.— The  Editors 


Institute 

Nettie  Jones  Alexander  (Mrs.  D.  M.),  Jan. 
26,  1961.  Martha  E.  Schaefer  Tribble  (Mrs. 
Albert  H.),  June,  1961.  Willie  Tanner  Ben- 
nett (Mrs.  W.  CJ,  Dec.  14,  1961. 

1913 

Annie  Webb,  the  summer  of  1961. 

1926 

Sara  Will  Cowan  Dean  (Mrs.  William  I.) 
Dec.  15,  1961. 

1930 

Sallie  Peake's  mother,  in  January,  1962. 

1933 

J.  Spencer  Love,  husband  of  Martha  Esk- 
ridge  Love,  Jan.  20. 


1941 

Frank   Martin   Spratlin,   father   of   Frances 
Spratlin  Hargrett,  Dec.  14,  1961. 

1946 

Stratton    Lee    Peacock    and     Nancy    Lee 
Riffe  '54,  lost  their  mother  in  1961. 

1947 

Isabel  Asbury  Oliver  (Mrs.  Creighton  MJ, 
October,   1961. 

1948 

W.   R.  Kitts,  father  of  Betty  Kitts  Kidd, 
Feb.  13. 

1949 

Gene  Akin  Martin  and  Fred  lost  their  one- 
year-old  son  in  July,  1961. 

1951 

Margaret    Hart   Denny  lost   her   father   in 
1962. 

1956 

Marijke   Schepman   deVries'   father,   in   an 
accident,  Aug.  16,  1961. 

1961 

Mr.  I.   Ernest   Seay,  father  of  Joyce  Seay 
Rankin,  Jan.  10. 


30 


\  LctUa.  .  . 


We  Celebrate  Founder's  Day  and  Peer  Into  the  Future 


SVER  WOULD  I  quibble  about  anything  Colonel  George 
ashington  Scott  did — without  him  and  his  mother  there 
)uld  be  no  Agnes  Scott  College — except  about  the  day- 
chose  to  be  born,  February  22,  and  I  do  that  only 
cause  of  bad  weather  that  usually  surrounds  this  day. 
Of  course,  he  could  not  forsee  that  we  would  be,  in 
'62,  taking  for  granted  travel  in  flying  machines  from 
lanta  to  several  distant  spots  to  celebrate  his  birthday 
the  College's  Founder's  Day.  This  year  was  no  excep- 
>n;  we  did  have  anxieties  about  the  weather,  but  some 
3ut  faculty  and  staff  hearts  did  wing  their  respective 
iys  to  special  alumnae  club  meetings  both  north  and 
uth. 

Miss  Leslie  Gaylord  found  some  happy  sunshine — and 
ippy  alumnae — in  Tampa,  Fla.  Eleanor  Hutchens  '40 
ok  a  train  instead  of  plane  to  assure  prompt  arrival  for 
e  Washington,  D.  C,  Alumnae  Club  meeting  (see  p.  7 
r  her  article  written  from  her  speech  in  Washington) . 
ean  C.  Benton  Kline  came  back  from  his  trip  to  Colum- 
ia,  S.  C,  to  report  that  the  alumnae  number  at  this 
eeting  was  swelled  by  mothers  of  current  students. 
Mrs.  Bryant  Scudder  (the  former  Marie  Huper)  spoke 
a  luncheon  meeting  of  the  Birmingham  Club;  after- 
ards.  she  found  the  Birmingham  airport  closed  to  all 
affic,  so  she  had  the  extra  dividend  of  time  to  see  the 
ew  Birmingham  Museum  of  Art.  Llewellyn  Wilburn  '19 
'urneyed  to  Chattanooga,  Tenn.,  and  Roberta  Winter  '27 
d  double  duty  by  speaking  at  two  meetings,  for  one  of 
e  oldest  and  one  of  the  newest  clubs.  She  went  first  to 
darlotte,  N.  C,  and  then  to  Roanoke,  Va.  The  Roanoke 
lub  came  into  being  as  a  nice  aftermath  of  the  75th 
nniversary  Development  Campaign  held  in  that  area  last 
11:  the  campaign  area  chairman,  Louise  Reid  Strickler 
Vtrs.  J.  Glenwood)  '46  is  the  club's  first  president. 
I  went  on  steady  wings  but  through  several  flight  can- 
illations  to  Miami,  Fla.,  to  be  present  at  the  formation 
I  our  newest  alumnae  club.  Again,  this  one  is  an  out- 
:owth  of  the  campaign  held  in  Miami  late  last  spring, 
he  campaign  chairman,  Augusta  King  Brumby  (Mrs. 
imes  R.  I  '36  arranged  a  luncheon  meeting,  at  which  the 
ub  was  organized  and  co-presidents  were  chosen,  Helen 
ardie  Smith  (Mrs.  William  H.)  '41  and  Eugenia  Mason 
atrick  (Mrs.  George  S.)   '46. 

LUMNAE  QUARTERLY  /   SPRING   1962 


Founder  s  Day  1962  on  the  campus  was  the  occasion 
of  an  historic  annual  meeting  of  the  College's  Board  of 
Trustees.  The  Trustees  issued  a  policy  statement:  the  full 
news  release  on  which  we  publish  here: 

The  Agnes  Scott  College  Board  of  Trustees  Thursday  re- 
affirmed its  policy  that  all  applicants  for  admission  to  the 
college  will  receive  equal  consideration,  and  that  the  best 
qualified  will  he  admitted. 

The  Trustees,  in  their  annual  meeting  for  the  1961-62 
session,  issued  the  statement  as  the  result  of  an  application 
filed  last  December  by  a  Negro  student. 

Dr.  Wallace  Alston,  President  of  Agnes  Scott,  pointed  out 
that  students  and  their  parents  have  always  been  given  notice 
well  in  advance  of  any  major  changes  in  practice  or  pro- 
cedure, including  tuition  increases.  Therefore,  Negro  appli- 
cants will  not  be  accepted  for  the  1962-63  school  year,  he 
said. 

"This  obligation  to  our  patrons,  and  the  fact  that  registra- 
tion for  the  fall  of  1962  is  almost  complete,  led  the  administra- 
tion to  make  the  decision  regarding  applications  for  the 
1962-63  session,"  explained  Dr.  Alston. 

The  Trustees'  statement  says:  "Applications  for  admis- 
sion to  Agnes  Scott  College  are  considered  on  evidence  of 
the  applicant's  character,  academic  ability  and  interest,  and 
readiness  for  effective  participation  in  the  life  of  our  rela- 
tively small  Christian  college  community  that  is  largely 
residential.  Applicants  deemed  best  qualified  on  a  considera- 
tion of  a  combination  of  these  factors  will  be  admitted  with- 
out regard  to  their  race,  color,  or  creed." 

May  1  commend  to  you  the  special  article  on  the  future 
of  higher  education  in  the  LJnited  States  (see  p.  12),  pre- 
pared by  a  distinguished  group  of  editors  of  alumni  mag- 
azines working  with  the  American  Alumni  Council. 
Closer  to  home,  for  us,  is  the  excellent  report,  "Within 
Our  Reach,"  published  recently  by  the  Commission  on 
Goals  of  the  Southern  Regional  Education  Board.  It 
makes  recommendations  for  higher  education  in  the 
South  for  the  next  ten  to  twenty  years. 

Perhaps  Lt.  Col.  John  H.  Glenn,  Jr.,  summed  it  up 
best,  for  all  of  us.  when  he  said  in  his  address  to  a  Joint 
Session  of  Congress,  on  February  26,  1962:  "Knowledge 
begets  knowledge.  The  more  I  see,  the  more  impressed 
I  am — not  with  how  much  we  know — but  with  how  tre- 
mendous the  areas  are  that  are  as  yet  unexplored.  .  .  . 
As  our  knowledge  of  the  universe  in  which  we  live  in- 
creases, may  God  grant  us  the  wisdom  and  guidance  to 
use  it  wisely." 


)i\aaa>     ~X^M&^     .  ku/Wfr*J 


The  Alumnae  Luncheon  and  Annual  Meeting 
of  the  Agnes  Scott  Alumnae  Association 

PROGRAM         April  28.  1962 

10:00-11:00  a.m.     Class  Council  Meeting 

-III  Class  Presidents.  Secretaries,  and  Fund  Agents)  Alumnae  House 

11:00-12:00  noon     Faculty  Lectures  for  Alumnae 

I  Like  Inflation — Mr.  Charles  F.  Martin.  Assistant  Professor  of 

Ecoiioj 
Antony  and  Cleopatra:  A  Tragedy  of  Love — Mr.  George  P. 

Hayes,  Professor  of  English 
The  French — Are  They  Individualists? — Mr.  Koenraad  Swart. 

Associate  Professor  of  History 
Twentieth   Century  Thought:    Existentialism — Mrs.    A.   J. 

Walker.  Assistant  Professor  of  Philosophy 
Mothers.  Sons  and  Daughters — Mrs.  Melvin  Drueker.  Associate 

Professor  of  Psychology 
The  Effects  of  Radlation  in  Genetics — Miss  Josephine  Bridg- 

man.  Professor  of  Biology 

12:30-2:30  p.m.      Alumnae  Luncheon  and  Annual  Meetins 

Letitia  Pate  Evans  Dining  Hall 
2:30-3:30  p.m.      Faculty  Lectures   for  Alumnae 

African  Gods  in  American  Garbs — Mr.  John  A.  Tublin.  Jr.. 
Associate  Professor  of  Sociology  and  Anthropology 

The  Imagery  in  T.  S.  Eliot's  Four  Quartets — Mrs.  Margaret  W. 
Pepperdene.  Associate  Professor  of  English 

Democracy  in  the  Southeast — Mr.  William  G.  Cornelius.  Asso- 
ciate Professor  of  Political  Science 

The  Development  of  Chinese  Thought — Mr.  Kwai  Sing  Chang. 
Associate  Professor  of  Bible  and  Philosophy 

What  Do  You  Mean.  "Act  Your  Age?" — Mr.  Lee  B.  Copple. 
Associate  Professor  of  Psychology 

Recent  Developments  in  Astronomy — Mr.  W.  A.  Calder.  Pro- 
fessor of  Phy^ 

3:30-4:00  p.m.     Coffee  Honoring  Faculty  Walters  Recreation  Room 

4:00  p.m.     Class  Reunion  Functions 


SUMMER     1962 


mes 


SENSE  AND 
SENSIBILITY 


ALUMNAE  QUARTERLY     See  page  4 


^H 


'    %;"- 

SR^ 

^5^*- 


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THE 


eott 


SUMMER    1962  Vol.  40,  No.  4 

ALUMNAE    QUARTERLY 


Ann  Worthy  Johnson  '38,  Editor 
Dorothy  Weakley  '56,  Managing  Editor 


CONTENTS 

4     Sense  and  Sensibility  in  the  Education  of  Women 
Anne  Gary  Pannell 

8     "A  Voyage  and  Not  a  Harbor" 
Anna  Greene  Smith 

11  Mr.  Tart,  Miss  Christie  Retire 

12  M.R.S.  Helped  Them  Get  B.A. 

Jean  Rooney 

14  Class  of  '12  Celebrates  Fiftieth  Reunion 

Cornelia  Cooper 

15  Alumnae  Day  Lecturers  Suggest  Reading 

16  Worthy  Notes:  Paris  Plane  Crash 

17  What  Do  You  Mean,  "Act  Your  Age?" 

Lee  B.  Copple 

21     Class  News 

Eloise  H.  Ketchin 


FRONT    COVER : 


Mr.  J.  C.  Tart,  treasurer  of  Agnes  Scott  for  48  years,  discusses  the  books  with 
his  successor,  Richard  Bahr  (husband  of  Helen  Huie  Bahr  '52  I .  Cover  photo- 
graph and  photographs  on  pp.  3,  13,  14,  16,  22,  23,  and  33  by  Ken  Patterson. 

Frontispiece  ( opposite)  :  Mr.  and  Mrs.  Tom  Hutchinson  of  LaGrange,  Ga., 
share  the  joy  of  graduation  with  their  daughter,  Ann  (sister  of  Virginia 
Hutchinson  Ellis  '57). 


The  Agnes  Scott  Alumnae  Quarterly  is  published  jour  times  a  year  (November, 
February,  April  and  July)  by  the  Alumnae  Association  of  Agnes  Scott  College 
at  Decatur,  Georgia.  Yearly  subscription,  $2.00.  Single  copy  50  cents.  Entered 
as  second-class  matter  at  the  Post  Office  of  Decatur,  Georgia,  under  Act  of 
August  24,  1912.  MEMBER  OF  AMERICAN  ALUMNI   COUNCIL 


Moment  of  Rejoicing 


SUMMER  1962 


The  long-awaited  day  in  June 
arrives — and  four  years 
culminate  in  joy  for 
grateful  graduate  and 
proud  parents. 


SENSE 

and  SENSIBILIT1 


By  DR.    AXVE   GARY   PANl 


I 


ABOUT    THE    AUTHOR 

Dr.  Anne  Gary  Pannell,  president  of  Sweet  Briar  College,  was  Agnes 
Scott  Founder's  Day  convocation  speaker  this  year.  We  wanted  to  shore 
with  alumnae  her  thoughts  on  the  education  of  women  in  our  world 
today.  Mrs.  Pannell  become  the  fifth  president  of  Sweet  Briar  in  1950. 
At  Barnard  College  she  was  elected  to  Phi  Beta  Kappa,  won  the  Gerard 
Gold  Medol  in  American  History,  and  the  Barnard  international  fellow- 
ship. She  continued  her  groduate  studies  at  St.  Hugh's  College,  Oxford, 
where  she  was  awarded  the  Ph.D.  degree.  Before  she  became  president 
at  Sweet  Briar,  Mrs.  Pannell  was  academic  dean  ond  professor  of  history 
at  Goucher  College.  She  holds  honorary  degrees  from  the  University  of 
Alabama  and  from  Woman's  College,  University  of  North  Carolina.  Presi- 
dent Pannell  is  o  Senator-ot-large  of  Phi  Beta  Kappa;  member,  adminis- 
trative committee,  Southern  Fellowship  Fund;  vice-president,  Southern 
Association  of  Colleges  for  Women;  ond  she  is  a  trustee  of  the  Institute 
for  College  and  University  Administrators.  Twice  Mrs.  Pannell  has  been 
appointed  to  small  groups  of  American  educators  who  have  conferred 
with  similar  European  groups  regarding  educational  matters,  in  France 
ond  Norway  in  1957  and  in  Germany  in  1953.  Mrs.  Pannell  has  been  an 
active  member  of  the  American  Association  of  University  Women  since 
1934  ond  more  recently  of  the  International  Federation  of  University 
Women,  of  which  she  has  been  the  American  Council  member,  and 
served  several  years  on  the  Relief  Committee.  This  article  is  edited  from 
her  speech  at  Agnes  Scott. 


have  a  tenacious  faith  in  the  value  of  educa 
tion  for  everyone — most  particularly  for  women 
Most  especially  today.  I  have  a  tenacious  faith  h 
the  value  of  a  liberal  education  in  a  good  college 
and  above  all  in  a  good  woman's  college.  Today  as 
never  before  we  must  hope  to  give  the  kind  of  edu 
cation  that  will  make  the  world  a  steadier  place 
which  to  live.  So  educated  women  must  cease  not 
using  dieir  talents  to  the  fullest  extent  and  do  some 
thing  with  their  sense  and  sensitivity.  I  hold  dial 
every  college  woman  today,  no  matter  what  hei 
calling  in  life,  must  in  effect  "go  into  government'" 
and  that  is  both  perilous,  and  folly,  to  limit  oui 
concerns  only  to  those  like  ourselves  or  to  what  ii 
comfortable  and  easilv  comprehensible. 

Twentieth  century  need- 
In  choosing  die  title  "Sense  and  Sensibilty  in  the 
Education  of  \^  omen"  I  was  not.  as  some  present- 
day  film  goers  may  think,  referring  to  die  viewpoint 
of  Federico  Fellini's  La  Dolce  J  ita.  that  savage 
parable  which  paraphrases  the  seven  days  and 
nights  of  creation  to  tell  the  story  of  mankind" 
present-day  waste  of  life.  Instead.  I  borrowed  a 
title  from  that  candid  and  wise  genius.  Jane  Austen, 
my  favorite  novelist.  Though  I  borrow  Jane  Austen's 
terms.  I  am  putting  my  own  construction  on  them 
for  this  article  dealing  with  our  immediate  twen- 
tieth centurv  needs  in  the  higher  education  of 
women.  I  am  taking  "sense""  as  covering  the  intel- 
lectual capacity  which  such  education  must  stimu- 
late, feed,  and  discipline.  And  I  use  "sensibility" 
to  cover  the  sensitivity  to  odiers.  die  warmth  of  feel- 
ing, and  die  moral  integrity  which  make  the  other 
focus  of  the  balanced  education  which  I  am  advo- 
cating for  women.  The  need  for  sense  and  sensi- 
tivity, as  the  two  sides  of  the  coin  in  die  education 
of  women  today,  is  heightened  by  the  disappearance 
of  leisure  for  women,  which  creates  die  need  for  a 
new  emphasis  in  their  education,  to  produce  an 


THE   AGNES  SCOTT 


i  the  Education  of  Women 


unselfish  sharing  of  responsibility  for  the  common 
good  and  interest.  This  generation  is  a  generation 
of  testing — not  only  atomic  testing  but  testing  to 
see  if  education  can  prepare  women  for  this  new 
world.  Women  as  homemakers  and  mothers  may 
have  to  take  back  from  overworked  schools  some  of 
the  cultural  and  ethical  responsibilities  once  dis- 
charged in  the  homes.  If  women  marry  early,  they 
may  wish  and  need  to  plan  for  work  outside  the 
home  after  their  children  are  grown.  Today's  de- 
mand for  brains  to  meet  contemporary  needs  will 
be  met  only  if  women  play  a  greater  part.  The  dis- 
covery that  brains  are  essential  for  survival  in  the 
[atomic  world  increases  the  seriousness  with  which 
the  education  of  women  is  being  considered  today. 
Our  bizarre,  complex  world  offers  limitless  possi- 
bilities for  creative  adventures  in  education.  We 
are  free,  have  been  reared  in  a  free  society,  but  the 
I  question  that  confronts  us  is  "Will  we  enjoy  and 
increase  the  fruits  of  freedom?" 

Manifold  roles  of  women 

To  return  to  my  borrowing  of  the  words  of  Jane 
Austen  let  me  recall  to  you  that  Kipling  so  loved 
Jane  Austen  that  he  wrote  a  charming  poem  about 
her  entrance  into  heaven,  imagining  her  welcomed 
there  by  fellow-craftsmen,  and  offered  by  attendant 
archangels  the  thing  she  most  desired.  Jane  chose 
love,  she  who  had  once  written,  "There  are  such 
beings  in  the  world,  perhaps  one  in  a  thousand,  as 
the  creature  you  and  I  should  think  perfection, 
where  grace  and  spirit  are  united  to  worth,  where 
the  manners  are  equal  to  the  heart  and  understand- 
ing, but  such  a  person  may  not  come  in  your  way." 
On  earth  he  hadn't  come  Jane's  way,  so  she  shaped 
her  life  without  him.  Her  abilities  and  character, 
her  sense  and  sensibility,  found  another  and  wider 
channel  in  her  writing. 

Women  today  no  longer  question  as  they  did  in 
Jane  Austen's  day  their  ability  to  combine  manifold 


roles — marriage,  children  and  a  job.  It  is  difficult, 
but  necessary,  they  find,  to  wear  many  hats  grace- 
fully, to  be  a  good  chauffeur,  shopper,  housewife, 
cleaner,  hostess,  volunteer  worker,  job  holder.  Yet 
one  of  the  charges  brought — yes,  even  today — 
against  the  education  of  women  at  high  levels  is 
that  of  its  lack  of  so-called  "practical"  usefulness. 
May  not  a  woman,  after  being  educated  in  such 
fields  as  Greek  or  philosophy,  find  herself  at  a  loss 
in  a  world  wherein  things  of  the  intellect  count  for 
less  than  she  had  supposed  ?  May  the  college  woman 
prove  too  cerebral  for  "reality"?  While  I  challenge 
this  kind  of  attack  upon  liberal  education  for 
women,  I  cannot  help  but  admit  that  Inez  Robb  had 
a  point  when  she  wrote  recently  that  along  with 
liberal  education  women  should  be  taught  "how  to 
keep  the  mechanized,  push-button  household  in 
working  order  .  .  .  (and  that  often)  what  the  mod- 
ern woman  needs  is  mastery  on  the  monkey  wrench, 
watts  and  amperes,  hammer,  saw,  level  and  screw 
driver  and  the  ability  to  do  a  little  lathe  and  plaster 
work  on  the  side." 


Liberal  education- 


-something  extra 


But  I  am  thankful  to  say  I  believe  strongly  that 
the  liberally  educated  woman  is  here  to  stay  and  is 
much  needed,  respected,  admired  and  sought  for. 
Naturally,  women  no  less  than  men,  live  by  the 
strength  of  "die  things  eternal."  But  besides  that,  as 
Elizabeth  Bowen  knows  so  well,  the  well-educated 
woman  has  something  "extra"  with  which  men  can 
not  only  fall  in  love,  but  remain  in  love,  because  if 
her  sense  and  sensitivity  have  been  cultivated  she 
will  have  developed  a  needed  patience  and  vision, 
humor  and  understanding — all  made  greater  by 
intelligence. 

Women  have  a  very  special  quality  which  I  diink 
they  need  to  capitalize  on  in  their  education.  In 

(Continued  on  next  page) 


ALUMNAE  QUARTERLY  /   SUMMER   1962 


Sense  and  Sensibility 

(Continued) 


ii What  is  iU  thi 


is 


woman's  intuition?  Intuition 


is  the  ability  to  sense 
more  quickly  than  is 
common;  I  think  it  is 
often  a  logical  deduction 
based  on  a  quick,  even 
lightning,  perception  of 
facts,  with  the  deduction 
made  so  quickly  that  the 
thought  processes 
cannot  be  analyzed 
carefully P  ' 


developing  sense  and  sensibility,  or  sensitivity,  a 
the  two  sides  of  the  coin,  'woman's  intuition"  is  j 
substantial  asset.  What  is  it,  this  woman's  intuition' 
Intuition  is  the  ability  to  sense  more  quickly  thai 
is  common;  I  think  it  is  often  a  logical  deductioi 
based  on  a  quick,  even  lightning,  perception  o: 
facts,  with  the  deduction  made  so  quickly  that  thi 
thought  processes  cannot  be  analyzed  carefully.  Sr 
viewed,  I  think  it  is  a  form  of  higher  intelligence 
It  is  interesting  that  President  Woodrow  Wilson': 
Secretary  of  State  when  analyzing  Wilson's  men 
tality  labelled  as  feminine  this  quality  of  intuition- 
Value  of  women's  intuition 

"When  one  comes  to  consider  Mr.  Wilson's  men 
tal  processes,  there  is  the  feeling  that  intuitior 
rather  than  reason  played  the  chief  part  in  the  way 
in  which  he  reached  conclusions  and  judgments.  Ir 
fact  arguments,  however  soundly  reasoned,  did  no 
appeal  to  him  if  they  were  opposed  to  his  feeling  oi 
what  was  the  right  thing  to  do.  Even  establishec 
facts  were  ignored  if  they  did  not  fit  in  with  this 
intuitive  sense,  this  semi-divine  power  to  select  the 
right.  Such  an  attitude  of  mind  is  essentially 
feminine." 

Of  course,  in  calling  attention  to  the  value  oi 
women's  intuition,  I  am  not  arguing  for  women  tc 
act  irrationally,  blindly,  or  without  examining  evi 
dence,  but  rather,  I  am  urging  women  to  use  simul 
taneously  sense  and  sensitivity  and  so  make  tht 
contribution  that  they  are  uniquely  capable  of  mak 
ing.  Then  nobody  would  need  to  wail  with  Henry 
Higgins  of  "My  Fair  Lady":  "Why  can't  a  womar 


3e  more 


like 


a  man : 


"Death  of  a  saleswoman" 

i 
Our  times  desperately  need  what  women  aa 
women  can  give  if  their  sense  is  stimulated  and 
trained  while  their  sensibility  is  fostered.  Our  times 
demand  the  flexibility  that  such  women  can  demon- 
strate in  replying  to  the  multiplicity  of  new  chal- 
lenges. In  some  cases,  they  do  this  so  continually 
that  it  is  taken  as  a  matter  of  course.  Everyone  is 
sorry  for  a  man  left  to  rear  children  alone,  yet  I 
have  rarely  heard  similar  sorrow  expressed  for  a 
widow  or  divorcee,  Why?  Nor,  as  Diana  Trilling 
points  out,  has  a  playwright  cared  to  entitle  a  play 
"Death  of  a  Saleswoman."  In  other  cases,  the  poten- 
tial contribution  of  women  is  so  little  realized  that 
methods  for  implementing  it  have  not  yet  been 
devised. 

There  is  an  element  of  tragedy  in  the  fact  diat 
Senator  Margaret  Chase  Smith's  proposal  for  inter- 


THE  AGNES  SCOTT 


national  Distaff  Peace  Sessions  stands  alone  and 
sounds  so  strange.  Senator  Smith  has  suggested  that 
a  month-long  conference  be  attended  by  such  women 
as  Eleanor  Roosevelt  and  Clare  Booth  Luce,  from 
the  United  States;  Ekaterina  Furtseva  of  Russia; 
Queen  Elizabeth  and  Lady  Reading,  of  Great 
Britain;  Madame  Pandit,  of  India;  Israel's  Foreign 
Minister,  Golda  Meir;  Ceylon's  Prime  Minister, 
Sirimaro  Bandaranaike;  and  Queen  Juliana,  of 
Holland.  She  said,  "I  would  like  to  see  women 
leaders  of  the  nations  around  the  world  exert  them- 
selves and  take  the  initiative  to  hold  an  interna- 
tional conference  on  ways  and  means  of  achieving 
peace. 

"I  propose  that  women  throughout  the  world  aim 
at  such  a  conference  while  the  men  leaders  in  the 
United  Nations  and  various  countries  of  the  world 
continue  to  deal  with  the  threat  of  war." 

Interest  in  world  affairs 

Education  today  must  confront  the  realities  of 
our  interlocked  world.  Women  today  must  be  re- 
sponsibly interested  in  world  affairs  and  the  devel- 
opment of  other  peoples.  Efforts  for  the  advance- 
ment of  emerging  regions  require  both  charity  and 
concern.  This  demands  interest  in  foreign  students, 
professors  and  visitors  in  our  midst,  and  a  desire 
to  study  and  learn  foreign  languages  and  histories. 
Our  college  curriculum  must  look  more  and  more 
beyond  the  confines  of  our  western  world.  We  must 
study  international  economics,  law  and  government, 
if  we  are  to  understand  current  economic  and  gov- 
ernmental problems.  We  must  broaden  many  basic 
college  courses  to  deal  with  the  political  situations 
of  the  whole  world  and  to  convey  the  relation  of 
democratic  situations  to  world  government,  and  the 
involvement  of  government  with  science.  Conse- 
quently, women  must  train  themselves  to  wide  intel- 
lectual interests,  to  be  good  citizens  and  to  recognize 
the  interaction  of  American  and  world  affairs.  The 
president  of  Harvard  states: 

"A  great  number  of  Americans  are  asking  a  very 
basic  question  about  our  national  purpose,  the  Com- 
munist challenge  to  a  free  society,  and  the  ability 
of  a  democracy  to  survive.  Most  of  the  people  ask- 
ing these  questions  are  agreed  that  the  future  of  our 
nation  depends  ultimately  on  the  character  of  our 
young  people." 

As  never  before  in  our  history,  our  country  must 
have  available  a  substantial  supply  of  persons 
highly  trained  in  those  fields  that  deal  with  die  rela- 
tions of  the  United  States  with  other  regions  and 
nations  of  the  world.  The  supply  of  such  women  is 
woefully  short  at  the  present  time  and  the  dearth 


cannot  be  remedied  by  a  short-term  program,  how- 
ever well  financed.  Since  the  need  will  be  con- 
tinuous and  expanding,  provision  must  be  made  for 
long-range  programs  that  will  provide  specialists 
in  fields  such  as  international  politics,  organization, 
law,  business  and  social  and  cultural  movements. 
And  they  can  and  will  be  found  and  educated  in 
colleges  like  Agnes  Scott,  I  believe. 

Farsightedness  in  educational  vision 

But,  in  trying  to  avoid  nearsightedness  in  our 
educational  vision,  we  must  prepare  not  only  for 
effectiveness  on  die  international  level.  Within  our 
own  country,  college  women  must  today  confront 
honestly  and  forthrightly  new  and  extra  needs  of 
the  second  half  of  the  twentieth  century. 

For  one  thing,  we  here  in  the  South  know  how 
unceasingly  we  confront  the  race  problem.  Count- 
less new  situations  test  our  ability  to  grow  and  to 
contribute  a  Christian  answer  to  one  of  the  United 
States'  most  complex  situations.  To  seek  continually 
to  build  a  good  world  for  all  our  fellowmen  and  to 
confront  reality  in  this  area  and  to  feel  equal  con- 
cern for  all  mankind  requires  adaptation  to  new 
conditions.  I  think  that  much  of  the  ultimate  answer 
to  these  perplexing  problems  will  and  can  be  solved, 
in  great  measure,  as  educated  southern  women  are 
willing  to  take  the  leadership  in  Christian,  flexible 
approaches.  There  is  also  an  especially  serious, 
continuing  shortage  of  adequately  trained  teachers 
at  every  level,  which  demands  that  more  girls  go  to 
college  and  more  college  students  prepare  to  teach 
if  our  country's  educational  needs  for  the  future 
are  to  be  met. 

Dedication  of  interest 

If  the  U.  S.  is  to  move  forward  and  to  make  its 
proper  contribution  to  its  young  people  and  to  the 
world,  its  women  must  be  willing  to  dedicate  a 
much  larger  share  than  ever  before  of  their  time, 
dieir  interest  and  their  resources  to  their  own  educa- 
tion and  that  of  others.  There  is  no  point  in  search- 
ing for  an  alternative  if  we  are  serious  in  our  desire 
to  preserve  our  liberty  and  enrich  our  culture.  Only 
"if  we  can  discipline  ourselves  to  do  hard  work  in 
behalf  of  mankind's  future,  to  act  from  principle, 
not  out  of  die  demands  of  expediency;  if  we  can 
become  known  because  of  our  absorption  with  peo- 
ple, not  pay,  with  issues,  not  filibusters;"  only  then 
can  education  for  women  make  an  unprecedented 
contribution  of  sense  and  sensitivity  to  our  times.  It 
has  been  well  said:  ''No  one  can  cheat  his  way 
through  history." 


ALUMNAE  QUARTERLY  /  SUMMER   1962 


A  sociologist 


reveals  the  results 


of  attitude  tests 


distributed  to  current 


Agnes  Scott  students 


ABOUT  THE  AUTHOR 

Miss  Anna  Greene  Smith,  associate  professor 
of  economics  and  sociology,  received  her  B.A. 
degree  from  Cumberland  University;  the  M.A. 
at  George  Peabody  College  for  Teachers;  and 
the  Ph.D.  from  the  University  of  North  Caro- 
lina. Dr.  Smith  was  chairman  of  the  Committee 
on  Higher  Education,  Atlanta  branch,  American 
Association  of  University  Women  and  is  a  mem- 
ber of  the  research  committee  of  the  Southern 
Sociological  Society.  She  was  visiting  professor 
of    sociology    at    Emory    University    last   summer. 


'A  VOYAGE 
AND  NOT  A 
HARBOR' 


By  DR.   ANNA  GREENE  SMITH 


ARNOLD  Toynbee  says:  "Civiliza- 
/  \  tion  is  a  movement  and  not 
X  A.  a  condition,  a  voyage  and  not 
a  harbor."  What  Toynbee  is  stress- 
ing is  the  significance  of  dynamic 
social  and  cultural  change  and  the 
processes  of  group  interaction.  For 
it  is  these  forces  of  change,  rather 
than  the  complexity  of  a  civiliza- 
tion's material  culture  traits  and 
richness  of  natural  and  economic  re- 
sources, that  give  us  an  understand- 
ing of  the  development  of  a  society. 
Our  culture,  then,  is  the  sum  total  of 
the  processes  and  the  products  of  the 
societal  achivements  of  any  given 
people  at  a  given  time. 

For  those  of  us  who  work  in  the 
ever-growing  areas  of  the  sciences, 
especially  the  social  sciences,  con- 
temporary life  changes  at  such  short 
intervals  that  we  must  constantly 
unlearn  or  transform  to  fit  the  new 
state  of  knowledge  or  practice. 

To  the  multiple  functions  of  an 
educational  system,  which  in  slowly 
changing  societies  were  variously 
performed,  we  have  added,  often  re- 
luctantly, a  quite  new  function;  edu- 
cation for  rapid  and  self-conscious 
adaptation  to  a  changing  world. 
Whitehead  in  The  University  and 
World  Affairs  has  said:  "In  a  time 
of  relative  tranquility  education  in  a 
free  society  can  be  a  handmaiden  to 
tradition.     In    a     time    of    turbulent 


change,  the  universities  in  free  so 
cieties  must  press  .  .  .  into  new  field 
of  knowledge  and  fresh  perspective 
of  policy,  if  they  are  to  enlarge  thi 
horizons  of  judgment  and  anticipati 
the  needs  of  a  changing  world." 

The  most  vivid  truth  of  our  ag< 
is  that  no  one  will  live  all  his  lifi 
in  the  world  in  which  he  was  born 
and  no  one  will  die  in  the  world  ir 
which  he  worked  in  his  maturity. 

If  we,  as  college  women  are  to  b 
more  than  ships  on  the  turbulent  cur 
rents  of  our  cultural  change,  we  neec 
to  make  imperative  affirmation  to  ouil 
belief  that  our  Christian  faith  makesl 
us  our  brother's  keeper  and  that  wq 
must  look  at  our  world  through  clean 
and     informed     thinking.     Only     tha 
ignorant    are    today    fearless.     The! 
college   woman    who   is   sensitive  tol 
her  responsibilities  seeks  answers  tol 
the  inescapable  issues  of  modern  life! 

As  we  endeavor  to  face  these  chal-l 
lenges  we  are  reminded  of  Pascal's! 
statement  in  The  Philosophers: 

Man  is  but  a  reed,  the  most  feeble  thing 
in  nature.  But  he  is  a  thinking  reed  .  .  . 
All  our  dignity,  then,  consists  of  thought. 
Let  us  endeavor  to  think  well:  this  is 
the  principle  of  morality.  By  space  the 
universe  encompasses  and  swallows  me 
up  like  an  atom;  by  thought  I  com- 
prehend the  world. 

To  Pascal's  comprehension  through 
thought  I  would  like  to  add  our  in- 
volvement   in    mankind.    More    and 


8 


THE  AGNES  SCOTT 


more  in  recent  years  the  college 
woman  has  become  conscious  of  the 
oneness  of  mankind,  and  that  for 
purposes  of  the  common  good,  now 
even  for  national  and  international 
survival,  mankind  is  not  divisible  into 
racial  and  national  parts.  We  are 
groping  toward  our  fellow  men  and 
believing  with  Donne  that  "No  man 
is  an  island  entire  of  itself." 

New   theories,    new   methods 

To  believe  that  we  are  involved  in 
mankind  commits  us  to  a  life  of 
learning,  adjusting,  serving.  It  is 
especially  in  the  fields  of  social 
sciences  that  we  must  be  learners  of 
new  theories  and  new  methods  of  in- 
stitutional change  and  social  plan- 
ning. It  is  through  the  use  of  new 
behavior  patterns,  which  Dr.  Howard 
Odum  called  the  "social  technicways 
i  of  our  world,"  that  we  forge  toward 
imore  adequate  social  planning.  Even 
|  in  this  area  the  sociologist  does  not 
j  say  to  regional  groups  or  national 
I  groups,  "We  will  force  you  to  do 
(these  things."  The  sociologist  shows 
ihow  to  study  group  interaction  and 
to  measure  the  costs  to  a  society  of 
i  certain  ways  of  behaving  in  insti- 
Itutional  life.  These  costs  may  be 
(measured  in  terms  of  damage  to  hu- 
iman  personality,  or  the  malfunction- 
ling  of  sopial  institutional  life,  or  loss 
through  migration  to  other  geo- 
graphic areas  of  some  of  the  best 
educated  of  our  minority  groups.  It 
is  not  difficult  to  show  the  cost  to 
the  southern  region  of  the  United 
States  of  its  human  resources  who 
earn  two-thirds  of  the  national  per 
capita  income.  These  are  the  kinds  of 
studies  which  sociologists  seek  to  put 
into  the  life  stream  of  functioning 
society. 

When  the  college  woman  of  the 
South  looks  at  this  region,  which  may 
or  may  not  be  the  one  in  which 
she  was  born  or  reared,  she  sees  the 
enormity  of  change  which  has  oc- 
curred and  she  faces  the  realities  of 
the  future.  If  she  is  truly  thoughtful 
and  concerned  her  task  is  more 
than  an  examination  of  personal 
reactions.  She  will  attempt  to  gain 
as  much  understanding  of  her  re- 
gion as  possible.  She  will  note  its 
strengths    and    its    weaknesses.    She 


will  become  conscious  of  the  South 
composed  of  "many  Souths."  For 
there  is  a  South  of  the  plantations 
and  an  upland  South,  an  urban  and 
a  rural  South,  with  many  variations 
of  each.  She  will  find  some  wonderful 
new  studies  done  in  recent  years. 
There  is  The  Southerner  As  Ameri- 
can, edited  by  Charles  G.  Sellers, 
Southern  Tradition  and  Regional 
Progress  by  William  H.  Nicholls,  The 
Emerging  South  by  Thomas  Clark. 
Especially  fine  is  the  new  study  of  the 
Southern  Appalachians  done  by  a 
group  of  sociologists  and  edited  by 
Thomas  Ford,  entitled  Southern  Ap- 
palachian Region,  which  contains  an 
article  by  Dr.  Rupert  Vance  that 
should  be  required  reading.  Also, 
there  is  reading  available  from  the 
great  pioneering  works  such  as 
Odum's  Southern  Regions,  Vance's 
Human  Geography  of  the  South, 
Myrdal's  An  American  Dilemma. 
And  there  is  the  wonderful  world  of 
fiction,  biography,  and  drama.  Set 
yourself  a  program  of  reading  the 
entire  works  of  Wolfe  or  Faulkner  or 
Green.  Try  some  of  the  more  recent 
writers,  too.  Compare  the  world  of 
Eudora  Welty  with  that  of  Ellen 
Glasgow,  or  of  Elizabeth  Maddox 
Roberts.  Perhaps  you  can  "live"  the 
life  of  a  woman  across  the  color  line 
when  you  read  Zora  Neale  Hurston's 
Their  Eyes  Were  Watching  God,  the 
story  of  an  all  Negro  community  in 
Florida.  Zora  Neale  Hurston  was  a 
student  of  Franz  Boas,  the  anthro- 
pologist who  taught  Ruth  Benedict. 
Miss  Hurston,  a  Negro  writer,  can 
give  you  insight  into  another  world 
of  human  experience. 

Discovering  the  South 

This  fascinating  and  important  job 
that  you  set  for  yourself  of  discover- 
ing the  South  makes  you  see  the 
difficulty  in  finding  neat  little  answers 
to  the  South's  problems.  Their  com- 
plexity almost  overwhelms  you. 

Those  of  you  who  had  my  course 
called  Southern  Regional  Sociology 
may  remember  this  quote  from  W.  J. 
Cash: 

The  South,  one  might  say,  is  a  tree  with 
many  age  rings,  with  its  limbs  and  its 
trunk  bent  and  twisted  by  all  the  winds 
of  years,  but  with  its  tap  root  in  the  Old 
South.  Or,  better  still,  it  is  like  one  of 


those  churches  one  sees  in  England.  The 
facade  and  towers,  the  windows  and 
clerestory,  all  the  exterior  and  super- 
structure are  late  Gothic  of  one  sort  or 
another,  but  look  into  its  nave,  its  aisles, 
and  its  choir  and  you  will  find  the  old 
mighty  Norman  arches  of  the  twelfth 
century.  And  if  you  look  into  its  crypt, 
you  may  even  find  stones  cut  by  Saxon, 
brick  made  by  Roman  hands. 
And  in  his  final  pages  of  The  Mind 

of     the    South     Cash     assesses     our 

strength  and  weakness: 

Proud,  brave,  honorable  by  its  lights, 
courteous,  personally  generous,  loyal, 
swift  to  act,  often  too  swift,  but  signally 
effective  .  .  .  such  was  the  South  at  its 
best.  And  such  at  its  best  it  remains  to- 
day despite  the  great  falling  away  in  some 
of  its  virtues.  Violence,  intolerance,  aver- 
sion and  suspicion  toward  new  ideas,  an 
incapacity  for  analysis,  an  inclination  to 
act  from  feeling  rather  than  from  thought, 
an  exaggerated  individualism  and  a  too 
narrow  concept  of  social  responsibility, 
attachment  to  fictions  and  false  values, 
sentimentality  and  a  lack  of  realism — 
these  have  been  its  characteristic  vices 
in  the  past.  And  despite  changes  for  the 
better,  they  remain  its  characteristic  vices 
today. 

Cash  takes  the  story  of  the  South 
up  to  1940.  Here  is  an  examination  of 
the  characteristics  of  Southern  cul- 
ture given  by  Nicholls  in  a  new  book, 
Southern  Tradition  and  Regional 
Progress: 

What  are  the  key  elements  in  the  dis- 
tinctively Southern  tradition,  way  of  life, 
and  state  of  mind  which  have  hampered 
regional  economic  progress?  The  list  is 
long  but  can  be  classified  for  convenience 
into  five  principal  categories:  (1)  the 
persistence  of  agrarian  values,  (2)  the 
rigidity  of  the  social  structure,  (3)  the 
undemocratic  nature  of  the  political 
structure,  (4)  the  weakness  of  social 
responsibility,  and  (5)  conformity  of 
thought  and  behavior. 
Even  the  poet  grapples  with  this 
characterization  of  the  South.  My 
favorite  is  John  Brown's  Body  where 
Benet  states: 

It  wasn't  slavery, 
That  stale  red-herring  of  Yankee  knavery, 
Nor  even  states-rights,  at  least  not  solely, 
But  somethng  so  dim  that  it  must  be  holy. 
A  voice,  a  fragrance,  a  taste  of  wine, 
A  face  half  seen  in  old  candleshine, 
A  yellow  river,  a  blowing  dust, 
Something  beyond  you  that  you  must 

trust, 
Something  so  shrouded  it  must  be  great. 
One  way  in  which  social  scientists 
study  the  South  is  through  attitude 
tests.  Alumnae  will  be  interested  in 
what  we  found  out  about  ourselves  at 
Agnes  Scott  last  winter,  when  the 
class  in  Introductory  Sociology  asked 
the  college  students  a  few  key  ques- 
tions concerning  their  reactions  to 
desegregation  of  dining  places  in  the 


ALUMNAE  QUARTERLY  /   SUMMER   1962 


A  Voyage 

(Continued) 

South.  There  were  502  questionnaires 
which  were  marked  and  returned. 

Three  key  questions  were  asked: 
1 1 )  Are  you  in  sympathy  with  the 
lunch  counter  and  restaurant  de- 
segregation movement?  (2)  Would 
vou  be  willing  to  eat  in  a  restaurant 
or  lunch  counter  where  a  Negro  was 
allowed  to  eat?  (3  I  If  all  the  tables 
were  filled,  and  you  were  asked  to 
accept  a  place  at  a  table  where  a 
Negro  was  sitting,  would  you  do 
this? 

We  secured  information  concern- 
ing the  state  in  which  the  girl  lived, 
the  size  of  town  or  city,  the  occupa- 
tion or  profession  of  her  father  or 
mother,  and  her  class  at  Agnes 
Scott. 

The  answers  we  received  were  in- 
teresting and  valuable.  This  is  not 
to  be  accepted  as  a  definitive  study  of 
our  attitudes  at  Agnes  Scott,  but  per- 
haps it  is  most  useful  as  a  straw  in 
the  wind,  which  will  show  us  where 
we  stand  at  this  time. 

Agues  Scott  thinking 

One  might  think  of  two  parts  of  a 
value.  One  may  be  identified  when 
it  is  articulated  in  an  expressed  ver- 
bal statement.  There  is  another  part, 
the  overt  conduct.  We  sampled  ver- 
bal statements;  we  found  that  we 
need  to  know  much  more  about  the 
second  part,  the  overt  conduct. 
Thoughtful  study  is  being  given  over 
the  country  to  changes  in  expressed 
verbal  statements.  Samuel  Stouffer  in 
The  American  Soldier  shows  the 
change  in  expressed  values  in  a 
military  situation.  Melvin  Tumin's 
Segregation  and  Desegregation  sam- 
ples changing  values  in  an  urban 
community  in  North  Carolina  and 
finds  one  large  group  which  ex- 
pressed verbal  values  of  one  type 
and  then  seemingly  changed  these 
when  they  conflicted  with  pressure 
groups  which  had  taken  aggressive 
action,  or  which  represented  domin- 
ant political  or  social  elements.  And 
Philip  Jacob's  Changing  Values  in 
College,  analyzes  the  influence  of 
social  science  on  student  attitudes. 


What  are  some  of  the  things  that 
we  learned  about  Agnes  Scott 
students  and  their  thinking?  The  low 
number  of  students  who  answered, 
"unconcerned"  or  "I  couldn't  care 
less"  was  very  significant.  We  had 
ten  such  answers.  College  women  on 
our  campus  are  not  the  "apathetic 
generation." 

Many  Souths  represented 

Are  we  thinking  alike  on  all  these 
three  questions?  Decidedly  not. 
Here  are  all  the  many  Souths  rep- 
resented in  our  answers.  And  here 
are  those  from  other  regions  and 
countries.  By  a  three  to  one  vote  we 
were  in  sympathy  with  the  movement 
for  desegregation  of  lunch  rooms  and 
restaurants.  Over  half  of  us  would  be 
willing  to  eat  in  a  desegregated 
lunch  room.  (You  will  note  the  dis- 
crepancy in  this  and  the  three  to  one 
vote  to  question  one.)  One  third  of 
us  would  be  willing  to  sit  at  a  table 
with  a  person  of  a  minority  racial 
group.  (Here  one  gets  into  the  area 
of  close  social  relations  that  are 
implied  in  seating.) 

Another  significant  trend  was  that 
more  Juniors  and  Seniors  marked 
"Yes"  than  did  Freshmen  and 
Sophomores  in  all  their  answers.  The 
why  for  this  trend  must  be  explored 
further.  It  may  well  be  a  composite 
of  the  influence  of  faculty,  curri- 
culum, student  contact  on  students, 
the  four  year  process  of  maturation 
in  a  college  with  certain  values  which 
are  constantly  held  before  the 
students. 

Deep  South  vs.  Upper  South 

A  surprising  factor  was  the  lack 
of  high  correlation  between  occupa- 
tions which  one  might  think  of  as 
"liberal"  and  the  reaction  of  college 
students.  Teaching,  ministry,  social 
work  —  these  occupations  of  fathers 
and  mothers  seemed  to  have  no  over- 
whelming influence  on  a  daughter's 
attitudes. 

So,  too,  were  the  findings  on  size 
of  cities.  Students  who  lived  in 
larger  cities  tended  to  mark  more 
questions  with  a  "Yes"  and  this  was 
true  of  Atlanta  residents.  But  the 
size  of  the  city  did  not  have  a  high 


correlation.  Perhaps  this  reflects  the 
extreme  mobility  of  Southern  popula 
tion  from  farm  areas  and  smallei 
cities. 

We  found  from  tabulating  oui 
material  by  states  that  there  is  still  e 
Deep  South  and  an  Upper  South 
The  attitudes  of  women  from  Missis 
sippi.  Arkansas,  Louisiana,  South) 
Carolina,  and  Alabama  differ  fro 
the  attitudes  of  those  who  live  i: 
North  Carolina,  Kentucky.  West  Vir 
ginia,  Tennessee,  or  Virginia. 

What  did  we  find  out  about  thel 
girls  who  came  from  other  regions?] 
Three-fourths  of  them  marked  "Yes'l 
in  all  the  statements.  And  what  did 
the  students  from  other  countries 
think?  They  did  not  earn  a  perfect 
score  of  "Yes"  for  all  three  question 
but  did  score  higher  than  the  girls 
from  other  regions. 

Future  climate 

What  does  this  mean  for  us  in  the] 
future,    as    events    which    are    inevi-l 
tably  waiting  in  the  wings?  We  showl 
that  we  are  concerned.  We  represent 
the  many  Souths  and  a  goodly  num- 
ber  of   people   who   bring   their   in- 
visible   baggage    of   a   different    cul- 
tural   conditioning.     What    will    lie 
ahead  ? 

I  like  to  think  there  is  a  peculiar 
potency  in  our  way  of  life  at  Agnes 
Scott.  There  is  one  part  of  Changing 
Values  in  College  that  interested  me 
very  much.  Do  you  think  this 
description  might  fit  us? 

Where  there  is  unity  and  vigor  of  ex- 
pectation, students  seem  drawn  to  live  I 
up  to  the  college  standard,  even  if  it 
means  quite  a  wrench  from  their  previous 
ways  of  thought,  or  a  break  with  the 
prevailing  values   of   students  elsewhere. 

A  climate  favorable  to  the  redirection  of 
values   appears  more   frequently   at   pri- 
vate colleges  of  modest  enrollment  .  .  .  .  I 
an  institution  acquires  a  'personality'  in 
the    eyes    of    its    students,    alumni    and 
staff.    The    deep    loyalty   which    it    earns 
reflects  something  more  than  pride,  sen- 
timent or  prestige.  Community  of  values  | 
has  been  created.  Not  every  student  sees 
the   whole   world   alike,    but   most   have 
come  to  a  similar  concern  for  the  values 
held  important  in  their  college. 
We    sang   at   Commencement   this 
year    one   of   my    favorite   hymns.    I 
should  like  to  close  this  article  with 
a   line  from  it:    "Grant  us  wisdom, 
grant  us  courage,  for  the  living  of 
these  days." 


10 


THE  AGNES  SCOTT 


Mr.  J.  C.  Tart 


Miss  Annie  May  Christie 


Mr.  Tart,  Miss  Christie  Retire 


\Ir.  J.  C.  Tart,  Treasurer  of  the  College  since 
1914,  retired  on  July  1  after  48  years  of  service.  He 
ivas  treasurer  for  all  three  of  Agnes  Scott's  presi- 
ients,  working  nine  years  under  Dr.  Frank  Gaines, 
:wenty-eight  years  under  President  Emeritus  James 
i.  McCain,  and  eleven  years  under  President  Wal- 
ace  M.  Alston. 

Alumnae  will  recall  the  lights  burning  in  Mr. 
tart's  office  far  into  the  night.  Alumnae  may  not 
mow  that  more  often  than  not  he  worked  on  Sun- 
lays  and  holidays,  too.  As  he  says,  quite  simply, 
'The  College  has  been  my  life."  As  his  wife  said 
pnce:  "I  diought  you  married  me,  but  I  found  out 
rou  married  a  college!" 

President  Alston  honored  him  with  a  dinner  at 
he  College  on  May  31,  at  which  it  was  announced 
hat  the  Board  of  Trustees  had  presented  Mr.  Tart 
vith  funds  to  purchase  a  new  automobile — the 
rustees  didn't  dare  choose  a  car  for  him.  He  and 
Ars.  Tart  have  moved  into  a  house  at  121  Glenn 
Circle,  Decatur. 


Also  retiring  this  year  is  an  associate  professor  of 
English,  Miss  Annie  May  Christie.  She  has  taught 
Agnes  Scott  students  for  thirty-nine  years,  having 
joined  the  faculty  in  1923. 

Miss  Christie  holds  the  B.A.  degree  from  Brenau 
College,  the  M.A.  degree  from  Columbia  Univer- 
sity, and  the  Ph.D.  degree  from  the  University  of 
Chicago.  Her  major  field  is  American  literature. 

President  Alston  honored  Miss  Christie  at  a  din- 
ner at  the  College  on  June  4,  at  which  Mr.  George 
Hayes  read  selections  from  Charles  Lamb's  essay, 
"The  Superannuated  Man"  (which  he,  by  the  way, 
commends  to  alumnae  for  their  reading).  Also  at 
the  dinner,  the  establishment  of  the  Annie  May 
Christie  Fund  was  announced.  The  income  will  be 
used  to  purchase  books  for  the  McCain  Library  in 
the  field  of  American  Literature.  Alumnae  may 
make  contributions  to  the  Fund. 

Miss  Christie's  mother  died  recently,  but  she  is 
still  living  in  the  old  Christie  home  at  355  Adams 
Street,  Decatur. 


aUMNAE  QUARTERLY  /   SUMMER   1962 


11 


M.R.S.  Helped  Them  Get  B.A. 


This  article  is  a  reprint  from  the 
Atlanta  Constitution  of  May  28.  Jean 
Rooney,  an  alumna,  is  a  Constitution 
staff  writer. 


By  JEAN  ROONEY  x-'4< 


WHAT  DOES  it  take  to  make  Phi 
Beta  Kappa? 

A  husband  may  not  be  a  necessity, 
three  married  Phi  Betas  at  Agnes 
Scott  College  report.  But  a  mate 
doesn't  hurt  a  smart  student's 
chances. 

Caroline  Askew  Hughes,  Letitia 
Lavender  Sweitzer  and  Beverly  Ken- 
ton   Mason    are    the    three    married 


members  of  the  select,  10-student 
group  of  Agnes  Scott  seniors  tapped 
for  the  national  scholastic  society, 
highest  honor  a  collegiate  can 
achieve. 

How  to  keep  up  your  grades  while 
keeping  up  with  housework  and  a 
husband? 

It  makes  for  a  busier  life  and  more 
pleasure,  the  trio  agree. 


Studying   mouse   bone  tissue   consumed    many   hours   of  Caroline   Askew   Hughes'   senior   year. 


Caroline,  a  former  Druid  Hills  gir 
who  moved  to  Westchester  County 
New  York  in  high  school  days,  goe 
so  far  as  to  advocate  marriage  fo 
every  college  girl — half  jokingly. 

"I  tell  everybody  to  go  ahead  an 
do  likewise,"  the  bright-eyed,  bus 
22-year-old  says. 

In  addition  to  her  new  Phi  Bet 
Kappa  key,  she  holds  a  Nationa 
Science  Foundation  fellowship  to  pur 
sue  microbiology  studies  at  Emon 
University  next  year. 

Married  to  Rufus  R.  Hughes, 
Georgia  Tech  graduate  and  young  ari 
chitect.  Caroline  admits  to  "putting 
in  horrible  hours"  in  biology  lal 
this  year. 

Like  her  other  two  married  col 
leagues  she  has  pursued  "independ 
ent  study"  this  year,  a  special  Scot' 
program  allowing  top  seniors  to  carry 
through  a  research  project  on  theii 
own  in  place  of  formal  class  work. 

Caroline  has  researched  a  tongue 
twisting  biological  study  involving 
the  effects  of  radiation  on  "develop 
ing  mouse  bone  tissue." 

After  graduation,  Caroline  hopes 
to  combine  "raising  a  good  size  fam 
ily"  with  continuing  scientific  re- 
search in  a  medically  allied  field 
perhaps  cancer  research. 

No  ivory  tower  scholars,  all  three 
wifely  Phi  Betes  head  for  the  kit- 
chen each  evening  and  claim  they 
like  it. 

Letitia,  an  attractive  brunette  from 
Richmond,  Virginia,  says  her  hus- 
band can  tell  when  school  is  going 
well. 

"I  give  him  home-made  biscuits," 
she  reports. 

The  dark-eyed  young  wife,  mar- 
ried to  a  U.  S.  Public  Health  Engi- 


12 


THE  AGNES   SCOTT 


"He  realizes  that  school  is  more 
important  than  housekeeping  at  this 
time.  He's  helped  out  wonderfully," 
she  quickly  compliments. 

She  is  now  putting  her  mathe- 
matics major  to  work  operating  "me- 
chanical brains"  in  the  computor  de- 
partment of  Southern  Bell  Telephone 
Company. 

All  three  did  most  of  the  work  on 
their  independent  research  projects 
at  home.  They  were  allowed  to  check 
out  as  many  books  from  the  library 
as  necessary. 

"Books  all  over  the  apartment  and 
late  meals  and  sort  of  sad  housekeep- 
ing, but  he  understood,"  Beverly 
says. 

In  the  final  analysis,  an  under- 
standing mate  is  a  prime  factor  in 
their  scholastic  success,  the  brainy 
trio  believes. 

(Letitia's  baby  was  born  on  June  4.  She 
ran  by  Miss  Phythian's  house,  on  her  way 
to  the  hospital,  to  turn  in  her  independent 
study  paper.  And  she  marched  in  the  aca- 
demic procession  on  June  11  to  receive 
her  diploma  at  Commencement. — The  Edi- 
tors) 


Commencement  week  was  particularly  exciting 
for  the  Sweitzers— their  first  child  was  born  on 
June  4. 


Beverly   Kenton  Mason   says  Rausey  helped   out 
wonderfully  with  the  housekeeping. 


neer,  credits  "elaborate  scheduling" 
ijof  school  work  with  balancing  her 
married  life  and  campus  life. 

A  French  major,  she  manages  to 
keep  week  ends  free  from  study — free 
for  her  husband,  friends  and  outings 
jat  Lake  Allatoona. 

"She's  a  full-time  wife  as  far  as 
I'm  concerned,"  her  husband  John 
confirms  her  success. 

Expecting  her  first  child  soon, 
[Letitia  quickly  assures  she  wants  to 
be  a  mother  and  homemaker  only, 
at  least  for  a  while,  perhaps  using 
her  language  knowledge  in  a  trans- 
lating job  later. 

Beverly  credits  her  former  Geor- 
gia Tech  football  star-husband,  Rau- 
sey Mason,  with  much  of  her  col- 
legiate success. 

ALUMNAE   QUARTERLY  /   SUMMER   1962 


'»-     v  -a?" 

Here  they  are  fifty  years  later! 


The  Fire  Brigade  in   1912 


Ei3i&       ^ 


The  Baseball  Team— complete  with  coach 


Fifty  years  ago— The  Wild   Westerners 


CLASS  OF  12 
CELEBRATES 
50th  REUNION 


By  CORNELIA  COOPER   '12 


FROM  the  TIME  that  Ruth  Slack 
Smith  wrote  her  first  pep  letter 
to  the  scattered  members  of  the  class 
of  1912  and  made  her  first  pep  talk 
to  the  Atlanta  members,  enthusiasm 
increased  rapidly.  The  first  to  arrive 
were  Martha  Hall  Young,  Mary 
Crosswell  Croft,  and  Susie  Gunn 
Allen. 

Saturday  morning,  Ruth  and  these 
three  were  joined  by  the  six  mem- 
bers from  Atlanta  and  the  vicinity. 
Happily  they  pinned  on  the  pompons 
of  purple  and  white  and  gold  made 
by  Carol  Wey  and  started  to  class. 

What  a  pleasure  to  catch  up  on 
contemporary  knowledge,  to  hear 
authoritative  lectures  on  important 
subjects,  from  Existentialism  to 
heights  "Higher  than  Glenn,"  even 
though  shades  of  past  lessons  in 
freshman  English,  history,  and  math 
kept  hovering  around! 

Out  on  the  campus,  they  joined 
the  milling  crowd  around  the  dining 
hall.  What  matter  overweight  and 
gray  hair  when  meeting  old  friends? 

In  the  dining  hall  they  enjoyed  the 
delicious  lunch,  tried  to  smile  for  the 
photographer,  and  fitted  names  to  the 
girlish  faces  and  antique  costumes  in 
the  pictures  of  old  days  they  found 
placed  on  the  table.  The  total  at  the 
luncheon  was  ten:  those  already  men- 
tioned by  name  and  Marie  Mclntyre 
Alexander,  Fannie  G.  Donaldson, 
Julia  Pratt  Slack,  Hazel  Murphy  El- 
der, and  Cornelia  Cooper.  Mail,  wire, 
and  long  distance  phone  had  brought 
messages  from  those  who  could  not 
come  —  Antoinette  Blackburn  Rust. 
Annie  Chapin  McLane,  and  Nellie 
Fargason  Racey. 

Suddenly,  President  Eleanor  Hut- 
chens'  voice  rang  out  from  the  speak- 


ers' table:  "Will  each  member  of  tht 
class   of   1912   please  come   forwarc 
as  her  name  is  called."  Gold  medal| 
lions    to     commemorate    their    fift)j 
years!  The  presentation  was  the  high! 
light  of  the  reunion. 

Meeting  over,  came  a  relaxations 
period  in  Julia  Pratt's  home,  and  a| 
trip  to  see  Miss  McKinney,  the  only] 
faculty  member  living  close  by  who] 
had  taught  the  class.  Hazel  Elder  pre-j 
sented  her  a  humorous  tribute  inl 
verse  which  she  had  composed. 

Next,  THE  TEA  given  to  the  class] 
by  President  and  Mrs.  Alston  in  the] 
President's  home.  The  "girls"  enjoy-] 
ed  talking  to  them  and  to  Dr.  Mc-I 
Cain,  Dean  and  Mrs.  Kline,  Dean 
Scandrett,  Dr.  Stukes,  and  other] 
friends. 

The  reunion  banquet  given  by  Ruth 
Smith  in  her  home  was  a  great  affair. 
The  table  was  beautiful,  the  repast 
delicious.  Four  husbands,  Donald- 
son, Slack,  Wey  and  Judge  Croft — 
added  to  the  "feast  of  language  and 
flow  of  soul" — also  the  hilarity — of 
the  occasion.  Each  guest  was  asked 
to  tell  of  an  experience  or  an  accom- 
plishment of  the  past  year.  They 
varied  from  the  ridiculous  to  almost 
the  sublime.  Written  contributions 
were  Hazel  Elder's  tribute  to  Miss 
McKinney  and  Martha  Young  Bell's 
poem,  "Fifty  Years  Ago,"  read  by 
her  mother,  Martha  Young. 

Sunday  afternoon  the  class  and  the 
husbands  were  guests  of  Carol  Wey 
and  Fannie  G.  Donaldson  in  Fannie 
G.  and  Dowse's  beautiful  garden.  A 
number  of  alumnae  from  other 
classes  were  present. 

By  six  o'clock  the  fiftieth  reunion 
of  the  class  of  1912  had  passed  into 
history. 

THE  AGNES  SCOTT 


Alumnae  Day  Lecturers  Suggest  Reading 


ECONOMICS 

Mr.  Charles  F.  Martin 

Galbraith,  John   K.,   The   Affluent  Society    (Houghton 

Mifflin  Co.) 
•Theobald,  Robert,  The  Rich  and  The  Poor  (MD314— 

Mentor) 
*  Burns,  Arthur,  Defense  Against  Inflation 
*Heilbroner,  Robert,  The  Worldly  Philosophers  (8321 — 

Simon  &  Schuster,  Inc.) 

SOCIOLOGY 

Mr.  John  Tumblin 

Deren,  Maya,  Divine  Horsemen:  The  Living  Gods  of 
Haiti  (Thames  and  Hudson) 

Landes,  Ruth,  The  City  of  Women  (Macmillan) 

Pierson,  Donald,  Negroes  in  Brazil  (University  of  Chi- 
cago Press) 

Puckett,  Newbell  N.,  Folk  Beliefs  of  the  Southern  Negro 
(Oxford  University  Press) 

Tallant,  Robert,  Voodoo  in  New  Orleans  (Macmillan) 

T.  S.  ELIOT 
Mrs.  Margaret  W.  Pepperdene 

*Drew,  Elizabeth,  T.  S.  Eliot:  the  Design  of  his  Poetry 

SL34 — Charles  Scribner's  Sons) 
•Gardner,  Helen,  The  Art  of  T.  S.  Eliot  (D43— Dutton 

Everyman  Paperbacks) 
•Matthiessen,   F.   0.,   The  Achievement  of  T.   S.   Eliot 

(22— Galaxy  Books) 
Preston,  Raymond,  "Four  Quartets"  Rehearsed   (Sheed 
&  Ward) 

SHAKESPEARE 
Mr.  George  P.  Hayes 

ISewell,  Richard  B.,  The  Vision  of  Tragedy  (Y56— Yale 

University  Press) 
Harrison,  George  B.,  Shakespeare's  Tragedies   (Oxford 

University  Press) 
*Goddard,     Harold    C,    The    Meaning    of    Shakespeare 

(P50,  P51— Phoenix  Books) 
Stauffer,    Donald    A.,    Shakespeare's    World   of   Images 
(W.  W.  Norton  Co.) 

HISTORY 
Mr.  Koenraad  Swart 

Tannenbaum,  Edward  R.,  The  Netv  France 
Thomson,  David,  Democracy  in  France    (Oxford  Uni- 
versity Press) 
*Luethy,  Herbert,  France  Against  Herself  (MG8 — Merid- 
ian Books) 

POLITICAL  SCIENCE 
Mr.  William  G.  Cornelius 

Maclver,  Robert  M.,  The  Web  of  Government  (Mac- 
millan ) 

Heard,  Alexander,  A  Two-Party  South?  (University  of 
North  Carolina  Press) 

Organski,  A.  F.  K.,  World  Politics  (Alfred  A.  Knopf) 

Claude,  Inis  L.,  Jr.,  Swords  Into  Plowshares  (Random 
House) 


CHINESE  THOUGHT 
Mr.  Kwai  Sing  Chang 

"Fung,  Yu-Lan,  A  Short  History  of  Chinese  Philosophy 

(22— Macmillan) 
"Creel,  H.  G.,  Chinese  Thought  (MD269— Mentor  Books) 
Lin,  Yu-tang,   Wisdom  of  China  and  India    (Random 
House) 

EXISTENTIALISM 
Mr.  C.  Benton  Kline 

*Kaufmann,  Walter,  ed.  Existentialism  from  Dostoevsky 
to  Sartre  (M39— Meridian  Books) 

"Heinemann,  F.  H.,  Existentialism  and  the  Modern  Pre- 
dicament (TB28 — Harper  Torchbook) 

"Blackham,  H.  J.,  Six  Existentialist  Thinkers    (TB-1002 

Harper  Torchbook) 
Barrett,  William,  Irrational  Man  (Doubleday) 

CHILD  PSYCHOLOGY 
Mrs.  Melvin  B.  Drucker 

Bettelheim,  Bruno,  Dialogues  With  Mothers   (The  Free 

Press  of  Glencoe,  Inc.) 
Garner,  Ann  M.  and  Wenar,  Charles,  The  Mother-Child 

Interaction  in  Psychosomatic  Disorders    (University 

of  Illinois  Press) 
Harris,  Irvin  D.,  Normal  Children  and  Mothers    (The 

Free  Press  of  Glencoe,  Inc.) 
Sears,  Robert  R.,  Maccoby,  Eleanor  E.  and  Levin,  Harry, 

Patterns  of  Child  Rearing  (Row,  Peterson  &  Co.) 

ADOLESCENT  PSYCHOLOGY 
Mr.  Lee  B.  Copple 

Stone,  L.  Joseph  and  Church,  Joseph,  Childhood  and 
Adolescence:  A  Psychology  of  the  Growing  Person 
(Random  House) 

Wattenberg,  William  W.,  The  Adolescent  Years  (Har- 
court,  Brace) 

Bernard,  Harold  W.,  Adolescent  Development  in  Amer- 
ican Culture  (World) 

Seidman,  Jerome  M.,  ed.,  The  Adolescent:  A  Book  of 
Readings  (Holt,  Rinehart,  and  Winston) 

Landers,  Ann,  Since  You  Ask  Me  (Prentice-Hall) 

ASTRONOMY 
Mr.  W.  A.  Calder 

*Sciama,   D.  W.,   The   Unity  of  the   Universe   (A247 — 

Anchor  Books) 
*Thiel,  Rudolph,  And  There  Was  Light  (MT290— Men- 
tor Books) 
Vaucouleurs,    Gerard    de,    Discovery    of    the    Universe 
(Macmillan) 

GENETICS 

Miss  Josephine  Bridgman 

Bruce,  Wallace  and  Th.  Dobzhansky,  Radiation,  Genes 

and  Man  (Henry  Holt  &  Co.) 
Crow,  James  F.,  Effects  of  Radiation  and  Fallout  (Pub- 
lic Affairs  Pamphlet  No.  256,  22  East  38th  St.,  New 
York  16,  N.  Y.) 


•Paperback 


ALUMNAE  QUARTERLY  /  SUMMER   1962 


15 


I 


Pudden  Bealer  Humphreys  '46  (center)  at  th 
Alumnae  Luncheon  on  April  28  when  she  wc 
elected   regional  vice-president. 


\  LcKIa.  .  . 


Twelve  Alumnae  Killed  in  Paris  Plane  Crash 


As  I  WRITE  THESE  WORDS,  we  in  Atlanta  are  coming  out 
of  shock  and  numbness  into  pain  and  grief.  I  shall  not 
attempt  to  write  about  the  plane  crash  in  Paris  on  June  3 
in  which  122  members  of  the  Atlanta  Art  Association, 
including  12  Agnes  Scott  alumnae,  were  killed.  I  would 
commend  to  you  Life  magazine's  coverage  of  this,  in  the 
issue  of  June  15,  particularly  the  superbly  written  article 
by  Ralph  McGill,  publisher  of  the  Atlanta  Constitution 
(p.  38.) 

I  shall  simply  try  to  write  a  little  about  each  alumna. 
Lydia  Whitner  Black  (Mrs.  David  C,  Jr.),  graduated 
with  me  in  1938.  She  was  a  former  president  of  the  At- 
lanta Junior  League  and  was  one  of  the  organizers  of 
the  ill-fated  tour.  She  is  survived  by  her  husband  and 
two  sons,  3567  Paces  Valley  Rd.,  N.W.,  Atlanta  5. 

Mary  Mann  Boon  (Mrs.  Harry  M.)  1924  and  her  hus- 
band, an  Atlanta  dentist,  were  both  killed.  Mary  was 
serving  this  year  as  vice-president  and  program  chairman 
of  the  Atlanta  Agnes  Scott  Club.  Survivors  include  a 
daughter  and  a  son,  Harry  Boon,  Jr.,  167  Boiling  Rd., 
N.E.,  Atlanta  5. 

Frances  Holding  Glenn  (Mrs.  E.  Barron)  x-1929  and 
her  husband,  an  Atlanta  businessman,  both  died.  She  was 
an  artist  and  a  member  of  the  League  of  Women  Voters. 
They  had  no  children.  Her  mother  is  Mrs.  Charles  Hol- 
ding, 70  Sheridan  Dr.,  N.E.,  Atlanta  5. 

Mary  Ansley  Howland  (Mrs.)  x-1929  had  been  living 
for  several  years  with  her  mother,  Reba  Goss  Ansley 
Inst.  (Mrs.  W.  S.)  at  212  S.  Candler  St.,  Decatur,  Ga.  She 
was  a  member  of  the  Art  Association,  Junior  League  and 
League  of  Women  Voters.  Her  survivors  include  three 
children. 

Mary  Louise  ''Pudden"  Bealer  Humphreys  (Mrs. 
Ewing,  Jr.)  1946  had  served  an  unprecedented  two-year 
term  as  president  of  the  Atlanta  Agnes  Scott  Club  and 
was  elected  April  28  as  a  vice-president  of  the  National 
Alumnae  Association.  She  had  recently  developed  her  tal- 
ents for  painting.  She  is  survived  by  two  sons  and  her 
husband,  3167  Downwood  Circle,  N.W.,  Atlanta  5.  Her 
sister-in-law,  Mrs.  Walter  Bealer,  was  also  killed. 

Frances  Stokes  Longino  (Mrs.  Hinton  F.)  x-1922,  a 
native  Atlantan,  was  a  member  of  several  civic  and  cul- 


16 


tural  organizations.  She  is  survived  by  two  marriec 
daughters  and  her  husband,  a  retired  official  of  Retai 
Credit  Co.  who  resides  at  2982  Habersham  Rd.,  N.W. 
Atlanta  5. 

Anne  Garrett  Merritt  (Mrs.  William  E.)  x-1941  grad 
uated  from  the  University  of  Ga.  She  was  an  organizer 
of  the  tour  and  active  in  other  Art  Association  affairs. 
Her  husband  survives  her  and  resides  at  184  Peachtree 
Battle  Ave.,  Atlanta  5. 

Elizabeth  Carver  Murphy  (Mrs.  David  J.)  1943,  and 
her  husband,  an  Atlanta  architect,  were  killed.  Both  were 
active  in  Art  Association  work,  and  Betty  was  also  a 
member  of  the  League  of  Women  Voters  and  the  Altar 
Society  of  the  Cathedral  of  Christ  the  King.  Four  chil 
dren  survive. 

Helen  Camp  Richardson  (Mrs.  William  )  Academy  had 
toured  Europe  with  her  ward,  Betty  Howell  Traver  (Mrs. 
Daniel  C.)  1946.  Helen  had  taught  school  in  Atlanta  for 
48  years  and  recently  retired.  She  is  survived  by  her 
husband,  a  retired  engineer,  whose  address  is:  38  Peach- 
tree  Circle,  N.E.,  Atlanta  5. 

Rosalind  Janes  Williams  1925  had  an  outstanding 
career  in  advertising  in  Atlanta.  She  was  a  former  mem-| 
ber  of  the  Alumnae  Association's  Executive  Board,  was  a 
vice-president  and  copy  chief  of  Tucker- Wayne  Co.,  and 
was  Atlanta's  Women  of  the  Year  in  Business  in  1955. 
She  is  survived  by  a  married  daughter,  two  grandchildren 
and  a  son,  Bill  Williams,  a  student  at  St.  Johns  Uni- 
versity, Collegeville,  Minn. 

Louise  Taylor  Turner  (Mrs.  Robert)  x-1934,  from 
Marshallville,  Ga.,  and  her  husband  were  killed.  He, 
a  banker  and  businessman,  made  a  hobby  of  growing 
camellias  and  she  of  painting  them.  She  had  an  art 
exhibit  hung  at  St.  Simons  Island  this  spring.  They  are 
survived  by  two  sons;  the  elder,  Robert,  Jr.,  is  a  student 
at  Georgia  Tech. 

Anne  Black  Berry  (Mrs.  D.  Randolph)  Special  1941-2's 
husband,  an  executive  of  Scripto,  Inc.,  had  joined  her 
in  Paris  for  the  flight  home  after  a  business  trip  in 
Europe.  They  are  survived  by  two  sons  and  Randy's  two 
brothers,  Tom  and  Henry  Berry,  Rome,  Ga. 


First  in  a  series  of  faculty  lectures  for  alumnae 


WHAT  DO  YOU  MEAN 
"ACT  YOUR  AGE  ?  " 


By  DR.  LEE  B.   COPPLE, 

Associate  Professor  of  Psychology 


Thirteen's  no  age  at  all,"  says  Poetess  Phyllis 
McGinley.  And  that's  only  the  beginning.  For 
the  next  seven  or  eight  years  our  adolescents 
flounder  in  a  status  quo  so  filled  with  ambiguities  that 
lit  is  no  wonder  they  take  refuge  in  a  world  we  can  sel- 
dom understand  or  even  approach. 

The  "not  that,  not  this"  (also  Miss  McGinley's  phrase  I 
which  is  true  of  thirteen  would  be  somewhat  more  endur- 
able if  this  thirteen-year-older  could  be  sure  that,  come 
fourteen,  or  sixteen,  or  even  beyond,  this  anomalous  role 
would  suddenly  blossom  into  something  having  more 
definite  shape  and  boundaries  and  definitions  and  value. 
The  fact  is,  sadly,  otherwise. 

Each  year  as  I  undertake  to  introduce  students  of 
developmental  psychology  to  the  study  of  this  period  of 
life  which  we  call  "adolescence,"  I  am  re-impressed  by 
the  admission  I  must  make,  that  I  am  about  to  discuss 
something  for  which  we  have  no  very  good  definitions,  or 
rather  for  which  we  have  so  many  definitions  that  we 
often  do  not  realize  how  contradictory  they  are.  Now, 
ask  me  what  I  mean  by  "adolescence"  and  I  think  I 
know  that  it  is  a  period  somewhere  between  childhood 
and  adulthood — on  that  we  can  generally  agree — but 
pin  me  more  closely  by  asking,  "But  when  does  child- 
hood end?"  or  "When  does  adulthood  begin?"  and  you 
see  that  the  boundaries  become  more  fluid,  or  disappear 
altogether. 

When  does  childhood  end?  The  lines  are  almost  im- 
possible to  draw.  Time  was,  perhaps,  when  they  might 
have  been  sensibly  drawn  in  terms  of  the  physical  growth 
patterns  of  the  child,  or  when  some  seemingly  spontan- 
eous shifts  in  the  patterns  of  his  interests  could  be  ob- 
served. Increasingly,  childhood  seems  to  end  when  the 
parents  of  a  given  sub-stratum  of  our  culture  agree  that 
it  should  end  and  thrust  their  children  into  behaviors  and 
dresses  and  interests  which  were  once  considered  the 
province  of  adult  lives:  so  that,  in  effect,  the  children 
mimic  adults. 

But.  you  may  protest,  even  though  these  children  ape 
adult  ways,  nobody  really  takes  them  seriously.  It's  kind 


of  cute,  really;  aren't  we  making  a  lot  of  fuss  over  noth- 
ing? Everybody  still  knows  they  are  children,  and  that's 
true  even  after  they  become  honest-to-goodness  adoles- 
cents. Leaving  that  question  for  the  moment,  then,  let's 
take  a  look  at  the  question  of  how  we  establish  the  time 
when  a  child  does  leave  childhood. 

Consider  with  me  some  of  the  differences — just  the 
most  visible  ones,  not  really  subtle  ones  including  such 
imponderables  as  "maturity,"  "responsibility,"  or  the  like 
— and  see  how  fuzzy  the  image  of  "adult"  becomes.  We 
expect,  for  examples,  that  an  adult  may:  1 1  embark  upon 
an  indendepent  vocational  course,  with  its  corollary; 
2)  earn  an  independent  income;  3)  set  up  an  independ- 
ent household,  either  as  a  single  or  as  a  married  person, 
with  its  corollary;  4)  release  from  responsibility  to,  and 
dependence  upon,  parents;  5)  receive  recognition  as  a 
citizen  having  the  franchise,  being  able  to  make  inde- 
pendent and  legally  binding  decisions,  own  property,  or, 
I  what  is  often  more  immediately  desirable  to  adolescents 
than  any  of  thesel,  have  the  more  visible  rights  to  6) 
own  and  drive  a  car  legally,  7 1  purchase  and  consume — 
if  desired — alcoholic  beverages,  8 1  enter  without  ques- 
tion, or  fear  of  reprisal  or  embarrassment,  any  place  of 
entertainment  or  of  other  type  which  claims  the  right  to 
confine  its  clientele  to  "adults  only." 

Now,  all  of  these  would  seem  to  be  legitimate,  or  at 
least  semi-legitimate,  examples  of  what  we  psychologists 
call  "operational  definitions"  of  adulthood.  That  is,  one 
can  establish  unequivocally  whether  one  does  or  does  not 
qualify  under  there  criteria.  But  when  does  one  become 
adult  under  such  definitions?  Depending  on  the  state  in 
which  one  lives,  the  answer  is — anywhere  from  13  to  21, 
by  law — and  depending  on  the  financial  or  social  or  edu- 
cational circumstances  in  which  one  finds  himself,  often 
well  past  the  age  of  21  by  actual  practice. 

Let  us  consider  some  of  these  possible  operationally 
defined  bases  for  claiming  "adult"  status.  When,  for  ex- 
ample, is  a  person  free,  either  legally  or  practioally,  to 
pursue  an  independent  vocational  course  for  himself, 
earning  an   income  sufficient  to   maintain  himself  inde- 


ALUMNAE  QUARTERLY  /   SUMMER   1962 


17 


"Act  Your  Age  ?  "        (Continued) 

pendently?  This  question  has  many  ramifications,  includ- 
ing those  of  (a  I  when  he  is  free  to  leave  school;  (b) 
when  he  is  free  to  seek  employment  outside  the  home; 
and  (c)  when — whatever  these  legal  rights — it  is  realistic 
to  suppose  that  he  can  do  either  of  these.  Without  enter- 
ing into  a  detailed  consideration  of  legislation  pertinent 
to  these  questions,  let  me  simply  remind  you  that  every 
state  in  our  union  has  compulsory  school  attendance 
laws  except,  Mississippi,  and  it  has  permissive  legislation. 

The  other  side  of  the  coin  concerned  with  pursuing  an 
independent  vocation,  earning  an  independent  wage,  has 
to  do  with  work  laws.  Here  both  federal  and  state  laws 
apply.  Federal  legislation,  principally  the  Fair  Labor 
Standards  Act  of  1938  and  its  1949  amendments,  forbids 
"oppressive"  child  labor  in  firms  whose  products  are  sold 
across  state  boundaries.  State  legislation,  applicable  to 
firms  producing  goods  not.  sold  in  interstate  commerce, 
supplements  these  federal  laws,  in  some  cases  making  the 
employment  of  adolescents  equally  difficult  but  in  about 
half  the  states  lowering  the  minimum  age  to  14,  while 
limiting  the  work  week  to  48  hours. 

What  can  be  said  by  way  of  supplement  to  these  legal 
restrictions  is  of  virtually  as  much  importance  as  these 
minimum  safeguards.  As  a  matter  of  fact,  we  are  almost 
daily  reminded  now  that  the  rapid  march  of  automation 
and  other  technological  advances  have  made  the  "hand" 
( in  the  sense  we  of  southern  cotton-mill  town  back- 
grounds used  to  know  him)  an  almost  unemployable  in- 
dividual. The  consequence  is  that,  for  practical  purposes, 
the  days  of  continued  dependence  on  parents,  while  an 
adolescent  pursues  further  general  or  professional  or  vo- 
cationally-oriented training,  extends  this  entry  into  the 
adult  world  for  millions  of  our  youngsters  until  age  21 
or  25  or  well  beyond.  By  this  sort  of  definition,  then, 
both  law  and  the  realities  of  the  employment  picture  make 
it  difficult  for  large  numbers  of  our  young  people  to  claim 
"adult"  status  in  the  vocational  realm  until  well  into  the 
third  decade  of  their  lives. 

Marriage  legislation  and  custom 

Or  take  the  matter  of  marriage  legislation  and  custom. 
We  have  suggested  that  another  operational  definition  of 
"adult"  status  is  the  right  to  set  up  an  independent  house- 
hold— in  this  case  with  a  mate — which  is  both  financiallv 
and  psychologically  independent  from  parental  control. 
Here  the  legislative  picture  and  the  social  custom  are 
even  more  confused.  Georgia  recently  enacted  legislation 
which  raised  the  minimum  age  for  marriage  in  our  state 
from  17  to  18  years  for  males  and  from  14  to  16  for 
females.  In  other  states  of  the  union,  one  arrives  at  adult 
status  by  this  criterion  anywhere  from  age  13 — lowest  in 
the  nation,  found  in  New  Hampshire — to  age  21  as  a  girl. 
or  from  age  14 — again  in  New  Hampshire — to  age  21 
for  a  boy.  No  state  permits  marriage  for  either  males  or 
females  without  parental  and/or  court  consent  under 
age  18. 

Despite  these  legal  provisions,  it  does  not  take  much 
imagination  for  one  to  believe  that  any  child  who  gets 
married  at  an  age  lower  than  that  which  he  can  hope  to 
find  legal  employment  outside  the  home  has  much  hope 
of  attaining  immediate  and  genuine  psychological  inde- 
pendence in  his  marriage  relationship.  And  indeed  it  is 
probable,  statistically  speaking,  that  not  only  does  such 


a  marriage  have  a  far  poorer  chance  for  survival  as  a 
marriage,  but  that  individuals  who  engage  in  such  a  mar- 
riage probably  have  far  less  chance  of  securing  training 
necessary  to  learn  their  ways  vocationally  and  otherwise 
as  independent  adults.  Thus  to  permit  an  adolescent  to 
marry  before  one  permits  him  to  pursue  his  vocation  or 
to  earn  the  income  which  would  give  his  home  stability 
and  self-respect  is  to  hand  him  a  piece  of  candy  and 
snatch  it  back  in  a  single  gesture. 

Or  take  the  matter  of  citizenship  rights.  We  in  Georgia 
have  seen  fit  to  give  the  right  to  vote  to  18-year-olds,  one 
of  two  states  (the  other  is  Kentucky  I  to  do  so,  al- 
though Alaska  permits  the  vote  to  19-year-olds  and 
Hawaii  to  20-year-olds.  While  I  applaud  this  lowering  of 
the  voting  age,  I  confess  to  a  certain  feeling  of  inappro- 
priateness  in  a  recent  suggestion  which  I  heard  by  radio 
that  these  young  voters  be  given  released  time  from  high 
school  studies  in  order  to  register  to  vote! 

The  adolescent's  dilemma 

Those  of  you  who  have  awaited  with  mixed  feelings 
the  arrival  of  a  sixteenth  birthday,  glad  to  relinquish 
some  of  your  chauffering  duties  but  worried  about  how 
your  adolescent  son  or  daughter  will  act  "behind  the 
wheel,"  will  not  need  to  be  reminded  that  "adulthood 
begins  at  16"  for  many  young  people.  The  last  time  I  got 
my  driver's  license  renewed  I  was  told  by  the  woman  in 
charge  about  an  adolescent  girl  who  had  arrived  bright 
and  early  that  morning  ( in  the  rain  I ,  her  sixteenth  birth- 
day, only  to  be  told  that  no  driving  tests  were  admin- 
istered on  rainy  days.  "You  would  have  thought,"  she 
told  me,  "that  the  world  was  coming  to  an  end.  The  girl 
burst  into  tears  because  she  had  to  go  to  school  that 
day  and  therefore  would  have  to  postpone  getting  her 
license  one  more  day."  But  some  of  you  who  have  chil- 
dren coming-of-age  so  far  as  driving  a  car  is  concerned 
have  been  shocked,  as  some  friends  of  mine  recently 
were,  to  find  that  their  automobile  insurance  nearly 
doubled  as  a  result.  One  cannot  quarrel  with  the  actuarial 
tables  which  make  such  a  penalty  necessary,  but  one 
can  say  that  here  is  another  example  of  how  we  reward 
and  punish  a  youngster  at  the  same  time — or  at  least  we 
punish  his  parents  for  allowing  him  this  new  "adult" 
privilege. 

Getting  into  a  theatre  to  see  a  film  "for  adults  only" 
may  well  be  an  easier  trick  to  manage  than  some  of 
these  other  coming-of-age  criteria  to  meet,  but  I  can't 
resist  mentioning  this  if  only  to  tell  you  a  good  story. 
A  psychologist  friend  of  mine  was  passing  the  local 
"art  theatre"  in  Nashville.  Tenn..  with  his  young  son, 
who  looked  up  and  read  one  of  the  "For  Adults  Only" 
labels  on  the  billboard.  "Gosh,"  he  child  exclaimed,  "that 
picture  must  be  scary." 

From  this  confusing  welter  of  legal  statutes  and  social 
customs,  how  can  we  draw  some  role  for  the  adolescent? 
I'm  sure  you  see  the  difficulty,  and  his  dilemma.  By 
statute  he  can  take  a  wife  before  he  can  drive  a  car  for 
his  honeymoon  or  purchase  the  champagne  with  which 
to  toast  his  bride;  he  can  earn  an  income  before  he  can 
use  this  income  to  buy  certain  tvpes  of  property  in  his 
own  name:  he  can  pay  taxes  before  he  can  vote;  he  can 
quit  school  before  he  can  get  a  job;  and  so  on,  endlessly. 
No  wonder  many  adolescents  have  a  feeling  of  "not  that, 
not  this,"  for  such  is  precisely  their  status. 

From  a  psychological  standpoint  there  is  a  considera- 


18 


THE  AGNES  SCOTT 


[  tion  overshadowing  all  the  ambiguities  surrounding  the 
role  of  adolescent  from  legal  or  conventional  standpoints 
— namely,  when  does  an  adolescent  get  treated  as  a  per- 
son of  worth?  One  might  well  here  paraphrase  Eliza 
Dolittle's  comment  to  Col.  Pickering  about  a  lady:  "... 

i  the  difference  between  a  lady  and  a  flower  girl  is  not  how 
she  behaves,  but  how  she's  treated.  I'll  aways  be  a  flower 
girl  to  Professor  Higgins,  because  he  always  treats  me 
as  a  flower  girl,  and  always  will;  but  I  know  I  can  be  a 
lady  to  you,  because  you  always  treat  me  as  a  lady,  and 
'■  always  will."  Just  so  with  the  adolescent.  He  is  not  par- 
ticularly concerned  with  whether  we  define  him  as  child 
or  as  adult.  He  may  be  occasionally  concerned  and  frus- 

I  trated,  of  course,  with  the  legal  and  other  ambiguities 
surrounding  his  role,  but  he  is  far  more  concerned  that, 
as  a  society,  we  have  not  quite  decided  whether  we  like 
him  or  not,  whether  we  have  any  positive  value  for  him 
as  an  individual  or  continue  to  regard  him  as  a  nuzzling 
and  vexing  "problem."  In  his  plight  he  may  well  take 
comfort — although  cold  comfort  it  is — in  the  fact  that, 
as  a  culture,  we  have  not  entirely  made  up  our  minds 
about  the  value  of  other  age  sub-groups,  either.  We  are 
not  just  too  sure  what  we  think  of  children  (although 
most  people  genuinely  like  little  babies,  when  they  aren't 
teething  or  colicy  or  demanding  too  much  attention,  but 
are  ornamental  and  passive). 

The  golden  age:  21-35 

And  certainly  we  are  having  long  second  thoughts 
about  the  old.  In  fact,  if  you  will  think  of  it  a  moment, 
there  is  only  one  group  in  our  culture  which  we  do  rather 
thoroughly  approve  of,  and  that  is  the  young  adult — say 
the  individual  between  21  and  35.  Having  now  passed 
through  that  most  desirable  of  age  periods,  I  am  begin- 
ning to  be  somewhat  resentful  of  this  prejudice,  but  I  am 
forced  to  acknowledge  it.  I  can  readily  enough  see  who 
is  chosen  to  sell  me  my  toothpaste  and  my  new  car,  my 
deodorant  and  my  television  set.  This  sort  of  thinking 
colors  us  all;  persons  under  21  long  for  that  golden  age 
which  lies  ahead,  and  persons  over  35  are  all  too  pathe- 
tically prone  to  attempt  to  maintain  the  illusion  that 
they  still  qualify. 

But  it  is  more  than  that  the  adolescent  is  simply  out- 
side this  golden  age;  he  is  much  more  the  target  for 
abuse  than,  say,  the  relatively  innocuous  school  child  or 
even  the  slightly  annoying  aged  parent.  He  is  most  par- 
ticularly disturbing  because  he  poses  a  threat  to  all  of  us 
which  none  of  these  others  do.  We  can  speak  of  children 
as  the  "rising  generation"  and  have  some  twinge  of  envy 
for  their  lot,  but  they  aren't  pressing  us,  and  they  are  so 
far  from  having  "arrived"  that  we  are  really  not  threat- 
ened by  this  distant  prospect.  As  for  those  past  the  golden 
age,  it  is  apparent  to  all  that  they  are  more  to  be  pitied 
than  envied,  and  hence  one  can  dismiss  them  without  a 
second  thought.  But  this  "new  crop" — ah,  that's  a  differ- 
ent matter! 

"Young  upstarts,  of  course.  Still  wet  behind  the  ears." 
But  so  bright,  so  vital,  so  damnably  good-looking!  "And 
yet,"  we  comfort  ourselves,  "so  naive,  so  idealistic,  so 
full  of  illusions."  But  so  courageous,  so  concerned  for 
right,  so  willing  to  give  themselves!  And  so  it  goes.  Who 
are  these  kids,  anyway?  How  should  one  treat  them? 

The  answer  to  these  questions  lies  partly,  at  least,  in 
an  answer  to  a  prior  one:  are  we  content  that  the  present 
state  of  armed  truce  continue  to  obtain,  or  are  we  really 


concerned  to  improve  relationships  between  adults  and 
adolescents — or  between  what  is  more  properly  described 
as  "older  adults"  and  "younger  adults?"  However  this 
latter  idea  may  rankle — however  difficult  you  may  find 
it  to  acknowledge  that  the  child  you  held  in  your  arms 
only  yesterday  now  has  every  right  to  be  regarded  as  a 
"young  adult,"  you  will  get  nowhere  with  this  bridge- 
building  between  the  generations  if  you  are  not  willing 
to  examine  objectively  such  claims  to  "adulthood"  as  this 
adolescent  group  has. 

And  the  claims  are  impressive.  Psychologists  have  prob- 
ably done  as  much  as  any  to  buttress  these  claims.  It  has 
long  been  recognized,  for  example,  that  intelligence  does 
not  grow  markedly  after  about  age  15  or  16.  This  does 
not  mean,  of  course,  that  learning  cannot  continue  in- 
definitely— your  reading  this  faculty  article  as  an  Agnes 
Scott  alumna  is  based  on  this  premise — but  you  are. 
merely  sharpening  and  utilizing  an  intelligence  which 
was  virtually  complete  in  its  growth  in  your  early  ado- 
lescence. 

More  readily  visible,  of  course,  is  the  physical  growth 
and  vitality  of  these  young  adults.  Those  of  you  who 
have  sons  and  daughters  who  look  you  in  the  eye  or 
tower  over  you  and  whose  sheer  animal  vitality  permits 
them  seemingly  to  burn  the  candle  at  both  its  ends  with- 
out suffering  the  aching  eyes  and  bodies  you  would  have 
under  a  similar  routine  need  not  be'  reminded  that,  phy- 
sically, these  young  people  have  arrived. 

Sexually,  it  has  long  been  known  that  boys  reach  the 
peak  of  their  sexual  interest  and  potency  in  early  adoles- 
cence. This  is  not  as  true  with  most  girls,  at  least  from 
a  psychological  standpoint,  but  of  course  the  advent  of 
menarche  makes  it  apparent  that  girls  will  soon  be 
capable  of  sexual  responses  and  of  motherhood  with 
equal  or  greater  physical  vitality  than  are  older  women. 

The  process  of  maturing 

And  socially!  Who  has  not  been  overwhelmed  with  the 
poise,  the  good  manners,  the  conversational  skills — not 
to  mention  the  bridge  games  and  dancing  prowess — of 
young  people?  I  shall  never  forget  a  faculty  reception  for 
high  school  seniors  competing  at  Davidson  for  the  col- 
lege's scholarship  awards.  We  who  went  because  of  duty, 
expecting  to  have  a  rather  painful  evening  with  shy, 
gawky  adolescent  boys,  found  ourselves  being  put  at  ease, 
our  interests  being  inquired  after,  our  lives  being  laid  out 
for  inspection. 

And  on  down  the  list  ...  To  each  of  these,  I  am  sure 
you  have  been  giving  some  sort  of  assent,  grudging 
though  it  may  be.  But  in  each  case  I  am  sure  that  you 
have  also  had  some  mental  reservations:  a  "Yes,  but  .  .  ." 
feeling.  And  of  course  there  are  some  "buts"  in  the  pic- 
ture. I  was  careful  to  acknowledge — and  no  adolescent 
would  deny  it — that  these  are  young  adults.  Indeed,  they 
wear  the  badge  rather  proudly,  not  to  say  somewhat 
smugly,  upon  occasion.  Now  let  us  examine  some  of  the 
"buts." 

Bright  they  may  be.  but  this  often  has  the  quality  of 
"smart-aleck"  brightness,  of  unjustified  and  trigger-happy 
readiness  to  engage  in  wholesale  criticism  and  condemna- 
tion of  all  that  they  do  not  immediately  approve — which 
is  usually,  at  one  time  or  another,  almost  everything  not 
of  their  own  making.  If  this  is  a  vice,  it  is  also  a  virtue. 
But  when  I  am  talking  to  adolescent  audiences  on  the 
theme  of  "maturity,"  I  always  emphasize  that  maturity  is 


ALUMNAE  QUARTERLY  /  SUMMER   1962 


19 


"Act  YOUr  AgG?  "    (Continued) 

a  two-step  process.  First,  one  must  "appreciate"  his  cul- 
ture, then  criticize  it.  In  their  enthusiasm,  some  adoles- 
cents do  neglect  their  homework  in  this  first  phase  and 
all  too  readily  seize  upon  their  new-found  right  to  criti- 
cize. But  though  youth  can  be  pretty  irritating  to  us  some- 
what defensive  older  adults,  we  may  jolly  well  know  that 
we  have  botched  a  good  many  things — but  don't  par- 
ticularly welcome,  and  rightly  so,  having  the  fact  pointed 
out  so  gleefully. 

Or  take  the  matter  of  sexual  maturity.  The  "Yes, 
but  .  .  ."  in  this  case  has  to  do  with  the  older  adult's  per- 
ception of  what  is  all  too  often  tragically  true,  that  the 
young  adult  often  does  not  have  the  proper  framework 
into  which  he  may  thoughtfully  insert  this  sexual  pre- 
cocity so  that  it  may  take  its  place  as  an  important — 
but  not  the  a//-important — element  of  a  secure  love  rela- 
tionship. Here  again,  the  charge  that  we  make — that  our 
children  do  not  see  the  sexual  act  and  sexual  behavior 
generally  within  the  context  of  a  socially-approved  and 
God-blessed  marriage  relationship — ought  to  bring  shame 
to  our  hearts  as  we  make  it  with  our  lips.  Why  don't 
they  see  it  so?  Didn't  we  make  it  clear  in  our  daily  ex- 
amples before  them  these  several  years?  But  if  they  don't, 
whoever  is  to  blame,  it  is  a  "Yes,  but  .  .  ."  of  considerable 
importance,  and  adolescents  are  often  as  troubled  by  their 
insecurity  in  not  knowing  what  use  they  should  make  of 
these  sexual  stirrings  as  their  elders  are  concerned  about 
what  use  they  will  make  of  them.  And  by  and  large,  they 
are  an  eminently  teachable  lot,  given  sound  information, 
early  enough,  in  a  context  of  love  and  frankness  and  non- 
judgment. 

And  so  it  goes  down  the  line.  "Yes,  they  are  socially 
skilled,"  BUT  "they  surely  can  run  over  the  feelings  of 
others."  Oh,  "Yes,  they  are  grown  up  enough  physically," 
BUT  "I  find  all  this  animal  good  spirits  a  little  nerve- 
racking,  frankly."  Don't  you  see?  We  haven't  quite  made 
up  our  minds  about  these  folks. 

"Youth  will  be  served" 

But,  meanwhile,  over  in  the  adolescent  camp  .  .  .  Do 
they  await  with  patience  ours  and  the  culture's  judgment 
on  them?  Do  they  even  care  what  we  think?  All  too  often 
we  get  the  feeling  that  they  do  not.  I  don't  know  that 
psychologists  can  accept  the  blame  for  it,  but  somebody 
has  been  spilling  the  beans  to  them.  To  the  admissions 
we  have  just  made,  those  followed  by  all  the  "buts" — 
that  these  youngsters  are  bright,  physically  big  and  vital 
and  good-looking,  sexually  matured,  and  socially  poised 
— somebody  has  tipped  them  off.  They  know  what  their 
claims  to  recognition  are,  that  they  are  legitimate  claims 
and  that  "youth  will  be  served" — and  they  will  not  await 
our  approval  for  their  folkways.  But  since,  being  pretty 
good  reality  testers,  they  often  cannot  practice  these  folk- 
ways within  the  view  of  older  adults,  they  practice  them 
all  too  often  in  a  world  peopled  exclusively  by  persons  of 
their  own  age.  This  denies  them  the  satisfaction  of  open 
and  fair  recognition  of  their  claims,  but  at  least  it  pre- 
vents them  from  being  censured  and  frustrated.  From  our 
standpoint,  it  denies  to  us  the  benefit  of  the  fresh  view- 
point and  vital  concern  which  they  have  for  social  issues, 
and  it  prevents  us  from  exercising  that  moderate  wisdom 
which  we  may  have  acquired  through  some  rather  bitter 
trials-and-errors.  And  from  both  positions,  there  is  some- 


thing of  tragedy  in  this  failure  to  find  common  ground. 
And  this  brings  me  back  to  a  question  I  asked  earlier: 
are  we  really  concerned  to  bridge  this  barrier?  Or  are 
we  willing  to  continue  indefinitely  these  ambivalent  feel- 
ings— feelings  so  often  interpreted  by  a  sensitive,  spoil- 
ing-for-a-fight  adolescent  as  altogether  hostile  and  reject- 
ing? If  we  mean  what  we  say  about  trying  to  understand 
our  adolescent  "young  adults,"  we  cannot  hope  to  do  this 
without  first  giving  credit  where  credit  is  so  undeniably 
due  that,  if  we  do  not  give  it,  it  will  be  claimed  anyway 
and  we,  its  deniers,  will  be  rejected. 


Depths  of  self-mistrust 

Yet  the  "buts"  have  validity,  too,  and  the  surprising 
thing  (surprising  to  many  parents  who  somehow  never 
can  read  beneath  the  very  thin  disguises  of  bravado)  is 
that  these  adolescent  "young  adults"  are  often  so  ruth- 
lessly honest  with  themselves  and  with  others  that  they 
are  tempted  to  let  the  "buts"  outweight  the  "yeses"  in 
their  own  self-views.  It  may  come  as  something  of  a  shock 
to  you  to  learn  that  beneath  these  cocky  facades  lie  such 
depths  of  self-mistrust  and  even  self-hate  that  (except  for 
the  very  old  and  infirm  I  the  suicide  rate  is  higher  among 
adolescents  than  among  any  other  age  group  in  our  cul- 
ture. And  for  every  youngster  who  takes  his  own  life 
physically,  ten  thousand  take  that  which  is  most  vital 
about  their  lives — their  own  view  of  themselves  as  per- 
sons of  dignity  and  worth — and  trample  on  this  view, 
or  subject  it  to  a  thousand  denials  daily.  You  think  that 
your  adolescent  son  or  daughter  spends  all  that  time  in 
the  bathroom  or  before  the  mirror  because  he  or  she  is 
so  narcissistic?  More  likely  it  is  that  these  minutes — 
stretching  into  hours  sometimes — are  minutes  of  search- 
ing self-examination.  Who  lies  behind  that  face,  that  fig- 
ure? Who  is  the  real  me?  What  about  all  those  "buts" 
which  my  parents  and  my  friends'  parents  are  so  ready 
with? 

With  this  quality  of  honesty  and  these  kinds  of  self- 
doubts,  an  adolescent  is  really  in  a  far  more  teachable 
position  than  has  generally  been  recognized  to  be  the 
case.  That  he  seems  so  urc-teachable  is  very  natural,  really. 
Why  should  he  accept  instruction  from  anyone  who  has 
not  really  made  up  his  mind  whether  he  is  a  "problem" 
or  a  "person?"  Why  should  he  accommodate  himself  to 
a  society  which  has  shown  no  readiness  to  accept  him? 
Why  should  he  respond  with  affection  and  candor  and 
openness  to  people  whom  he  has  found  to  have  more  res- 
ervations than  acceptance? 

The  moral  is  clear,  I  hope,  but  let  me  summarize  it 
using  the  theme  with  which  I  entitled  these  remarks.  How 
dare  we  say  "Act  your  age"  to  a  human  being  whose  age 
we  have  neither  defined  nor  accepted?  Have  we  not 
usually  meant,  "Act  my  age?"  Or  "Act  any  age  except 
that  awful  adolescent  age?"  Until  we  as  individuals  and 
as  a  culture  give  him  a  role  which  can  be  played  with 
sureness  and  dignity,  until  we  acknowledge  that  every  age 
of  life  has  its  legitimacy  and  its  value,  until  we  can  say 
"Act  your  age"  and  mean  your  exact  age,  with  all  its 
"yeses"  and  its  "buts," — until  these  come  about  we  shall 
continue  to  look  upon  them  as  "crazy,  mixed-up  kids," 
and  they  will  continue  to  look  upon  us  as  "intolerant  has- 
beens,"  and  the  rich  relationships  of  understanding  be- 
tween older  adults  and  younger  adults  which  might  be 
possible  will  be  reserved  for  those  very  few  who  do  "get 
the  picture"  and  know  its  satisfactions. 


20 


THE  AGNES  SCOTT 


The  Class  News  Editor  Retires 

This  issue  of  the  Quarterly  is  the  swan  song  for  Eloise  Hardeman  Ket- 
chin's  services  as  Class  News  editor.  She  retired  on  the  first  of  July. 

The  position  of  Alumnae  House  Manager  and  Class  News  Editor  has  sort 
of  grown  like  Topsy.  When  Mrs.  Ketchin  joined  the  alumnae  staff  in  1950, 
she  willingly  went  through  the  drudgery  of  learning  to  type  so  that  she  might 
perform  her  editorial  duties  more  effectively. 

She  would  be  the  first  to  tell  delightful  stories  on  herself  about  various 
slips,  inadvertent  typographical  errors,  inaccurate  information  which  haunt 
the  waking  and  sleeping  hours  of  any  editor — like  the  time  she  blithely  mar- 
ried an  unmarried  alumna  to  the  very  happily  married  husband  of  another 
alumna.  But  we  will  miss  her  real  knowledge  of  alumnae  relationships — who 
is  "kissing  kin"  to  whom — gleaned  from  twelve  years  of  writing  about  us. 

Her  first  responsibility  was  managing  the  Alumnae  House.  Although  she 
had  scant  funds  with  which  to  manage,  no  detail  was  too  small  for  her  to 
attend  to  for  the  comfort  of  her  guests.  As  Ann  Worthy  Johnson,  Director  of 
Alumnae  Affairs,  said  at  a  farewell  dinner  for  Mrs.  Ketchin,  given  by  Dr.  and 
Mrs.  Alston,  "I  would  like  to  sum  up  Mrs.  Ketchin's  service  to  the  College  in 
one  word,  stewardship." 

She  has  moved  only  across  the  street,  to  an  apartment  at  120  S.  Candler 
Street,  so  we're  happy  to  have  her  near  next  year. 

21 


Ga.  Labor  Department 

Honors  Americus  Alumna 

For  Dedicated  Service 

Reva  I.  DuPree  x-'20,  now  asso- 
ciated with  the  Georgia  Department 
of  Labor  in  Americus,  was  awarded 
a  20-year  service  pin  by  Georgia 
Commissioner  of  Labor  Ben  T.  Huiet. 
"Your  dedicated  service  over  the 
years  has  contributed  greatly  to  the 
effective  administration  of  Georgia's 
Employment  Security  Program.  You, 
no  doubt,  realize  that  we  are  for- 
tunate to  be  able  to  be  a  part  of  a 
program  that  contributes  so  much 
to  the  economy  of  the  state  and  helps 
tide  so  many  families  over  temporary 
periods  when  the  breadwinners  are 
unemployed,"  Commissioner  Huiet 
said  in  making  the  presentation. 


DEATHS 

(See  page  16  for  the  list  of  the  victims  of  the  Paris  plane  crash.) 


Faculty 

Mary  Wyatt  Lovelace  Hurt  (Mrs.  John 
W.),  former  member  of  the  faculty  at 
Agnes  Scott,  March  4. 

Institute 

Mary  Mack  Ardrey  (Mrs.  Wm.  BJ,  April 
4,  1962.  Lucie  Vance  Siewers  (Mrs.  W . 
LJ,  April  14,  1961.  Adah  Williams  Chap- 
man (Mrs.  Cliff),  March  6. 

Academy 

Maggie  McLean  Coulter  (Mrs.  V.  A.), 
April  17,  1961. 

1907 

Nell  Lewis  Battle  Booker  (Mrs.  John  M.), 
in  March. 

1923 

Mrs.  Hardeman  Meade,  mother  of  Anna 
Meade   Minnigerode,  in   March. 

1928 

Edna  Volberg  Johnson's  mother,  Jan.  21. 

1930 

Elizabeth  Bennett  Woodford  (Mrs.  John  V. 
M.).  I960. 


1931 

Margaret  Askew  Smith's  husand,  Oct.  8, 
1961. 

1934 

Esther  Coxe  Wirsing  (Mrs.  Thomas,  Jr.), 
date   unknown. 

1939 

Ann  Marshall  Hoivell  Watson  (Mrs.  Cndv 
V.),  April,  1960. 

1942 

John  I.  Scott,  father  of  Louise  (Deezy) 
Scott  O'Neill  and  Rebakah  Scott  Bryan 
'48,  May  9. 

1949 

David  J.  Arnold,  fahr  of  Miriam  Frances 
Arnold  Newman,  March  29. 

1955 

Mrs.  Ben  F.  Stovall,  mother  of  Harriett 
Stovall  Kelley  and  Eugenia  Stovall  '63, 
May  10. 

1956 

Barbara  Huey  Schilling's  father.  March  25. 

1960 

Eileen   Johnson's   father,  in   April. 


26 


Four  Awards  Go  to 


r 

e  Daughters  of  Alumnae 

cr 

Three  daughters  of  alumnae  receive 
annual  awards  presented  by  or  in  hone 
of  alumnae.  The  George  P.  Hayes  D« 
bate  Trophy,  offered  by  Louisa  Aich< 
Mcintosh  (Mrs.  Preston)  '47  and  Dal 
Bennett  Pedrick  (Mrs.  Larry)  '47  wen 

e  to    Sarah    Adams    '62.     The    Bennel 

Award  for  Best  Acting,  given  in  hono 

,  of     Estelle     Chandler     Bennett      (Mr; 

Claude  S.)  x-'24,  went  to  Marian  Fori 
son  '62,  daughter  of  Julia  Grimme 
Fortson  (Mrs.  W.  Alwui,  Jr.)  '32.  Th 

r  Kimmel  Award,  offered  by  Nancy  Kim 

t  mel  Duncan    (Mrs.  Harry  A.,  Jr.)    '5i 

and  her  mother  also  went  to  Mariai 
Fortson.  The  Winter-Green  Scholai 
ship  (named  for  faculty  member 
Boberta  Winter  '27  and  Elvena  Green 
for  summer  study  at  the  Barter  Thealr 
or  Flat  Bock  Theatre  went  to  Margare 
Boberts  '63,  daughter  of  Peggv  Kum 
Boberts  (Mrs.  D.  B.)  '35.  The  Jacksoi 
Fiction  Award,  established  by  Mau> 
Foster  Jackson  (Mrs.  Ernest  Lee)  '2. 
(see  Class  of  '23  news)  was  given  t 
Cvnthia  Hind  '62,  daughter  of  Mariai 


r 


I- 


e  Lee  Hind  (Mrs.  Edwin)  '31. 


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